2016SHSAT_English

ContentsMessage to Students and Parents/Guardians ...4Section 1: The Specialized High SchoolsThe Bronx High School of Science .....................5The Brooklyn Latin School ............................5Brooklyn Technical High School. .......................6High School for Mathematics, Science and Engineeringat the City College of New York. ........................6High School of American Studies at Lehman College .......6Queens High School for the Sciences at York College ......7Staten Island Technical High School ....................7Stuyvesant High School ..............................8Fiorello H. LaGuardia High School of Music & Artand Performing Arts .................................8Section 2: Specialized High SchoolsAdmissions Test (SHSAT) Dates and LocationsTest Dates. ........................................9Alternate Test Date ..................................9Test Locations ....................................10Test Results ......................................10Section 3: Fiorello H. LaGuardia High Schoolof Music & Art and Performing Arts AUDITIONSAudition Dates ....................................11Audition Exceptions ................................11Auditions for Students New to New York City ............11Admissions Process. ...............................11Registering for LaGuardia High School Auditions .........12Audition Information for Each Studio ...................12Section 5: SHSAT Description & MaterialsTest Description ...................................16SHSAT Testing Procedures ..........................16Arriving at the Test Site. .............................16Filling in the Answer Sheet ...........................17Student Misconduct. ...............................19Claims of Testing Irregularities ........................19SHSAT Scoring. ...................................19Review Procedures. ................................19Discovery Program. ................................20Section 6: SHSAT Useful Tips for TestingBefore Test Day ...................................21Day of the Test ....................................21Specific Strategies: Verbal ...........................22Specific Strategies: Mathematics. .....................28Sample SHSAT TestsGeneral Directions .................................30Sample Answer Sheet, Form A .......................32Sample Test, Form A ...............................34Explanations of Correct Answers for Sample Test, Form A ...58Sample Answer Sheet, Form B .......................71Sample Test, Form B ...............................72Explanations of Correct Answers for Sample Test, Form B ...96Sample Math Problems for Grade 9 Students ............96Explanations of Correct Answers for Sample Grade 9Math Problems ....................................96Section 4: Applying to the SpecializedHigh SchoolsSteps in the Application Process ......................13Testing and Audition Accommodations . . . . . . . . . . . . . . . . . 14Testing Accommodations on the SHSAT ................14Testing Accommodations for LaGuardia High SchoolAuditions ........................................14Confirming Testing Accommodations for the SHSAT andLaGuardia High School Auditions .....................15Students with Accommodations Who Finish the Test Beforethe End of the Extended Time Period ..................15Emergency Testing and/or Audition Accommodations .....153

Message to Students and Parents/Guardians AboutSpecialized High Schools AdmissionsThis 2015-2016 Specialized High Schools Student Handbook contains useful information, including:Specialized High School admission proceduresRegistration for the Specialized High Schools Admissions Test (SHSAT) and Fiorello H. LaGuardiaHigh School of Music & Art and Performing Arts (LaGuardia High School) auditionsConfirming testing accommodations for SHSAT and LaGuardia High School auditionsCalendar of important datesSample SHSAT tests with test-taking tipsThere are nine Specialized High Schools in New York City. They are:Admissionsdeterminedby audition(s)Fiorello H. LaGuardia High School of Music & Artand Performing ArtsDanceDramaInstrumental MusicTechnical TheatreFine ArtsVocal MusicThe Bronx High School of ScienceThe Brooklyn Latin SchoolAdmissionsdeterminedby SHSATBrooklyn Technical High SchoolHigh School for MathEMATICS, Science and Engineeringat The City College of New YorkHigh School of American Studies at Lehman CollegeQueens High School for the Sciences at York CollegeStaten Island Technical High SchoolStuyvesant High SchoolThese schools were established under New York State Law 2590 – Section G. Entrance into theseschools is determined by the SHSAT, except for LaGuardia High School, which is based on acompetitive audition and review of academic records. Students must be residents of New York Cityand current eighth grade or first-time ninth grade students in order to apply, register, sit for, andreceive results for the Specialized High Schools Admissions Test (SHSAT) and LaGuardia High Schoolaudition(s).The Specialized High Schools Student Handbook is a project of the New York City Department of Education.4

Brooklyn Technical High School29 Fort Greene Place, Brooklyn, New York 11217Phone: (718) 804-6400 Website: www.bths.eduEmail: info@bths.eduOverview: Brooklyn Technical High School (Brooklyn Tech)is the nation’s largest public high school. Housed in a state-ofthe-artphysical plant reborn for the 21st century, the school is anational model for excellence and a stimulating environment thatfosters transformational education and personal growth. Withmodern technology at its core and labs and classrooms on parwith university and industry standards, Brooklyn Tech serves asa vibrant intellectual arena for faculty and students to exploreand embrace the ideas, technology and instructional methodsthat will shape the future.Academic program: In the 9th and 10th grades, all studentstake an academic core which includes college credit-bearingcourses in Design & Fabrication and Digital Electronics. In the11th and 12th grades, Brooklyn Tech students choose one ofthe following major areas of concentration: Aerospace,Architecture, Biological Sciences, Chemistry, Civil Engineering,College Prep, Electro-Mechanical Engineering, EnvironmentalScience Research, Gateway to Medicine, Industrial Design, Law& Society, Applied Mathematics, Media & Graphic Arts, Physics,Social Science Research, or Software Engineering. In addition,the school offers unique electives in performance-based music,competitive mathematics, and research opportunities.Extracurricular activities: Brooklyn Tech’s unparalleled learningenvironment is enriched with 42 PSAL teams and more than 100activities and clubs. Partners in industry and higher education, aswell as an active alumni community help sustain the level ofexcellence through classroom enrichment, mentoring,internships and more.2015 Admissions: 23,100 students listed Brooklyn Tech as achoice on the SHSAT, and 1,960 offers were made.High School for Mathematics,Science and Engineering atthe City College of New York240 Convent Avenue, New York, New York 10031Phone: (212) 281-6490 Website: www.hsmse.orgEmail: info@hsmse.orgOverview: Founded in September 2002, The High School forMathematics, Science and Engineering (HSMSE) at The CityCollege of New York (CCNY) provides a unique and unparalleledcollaborative educational experience. The school’s mission is toencourage students to develop the habits of inquiry, written andverbal expression, and critical thinking. HSMSE enrollsapproximately 450 students, drawn from all five boroughs,making it one of the most ethnically diverse schools in New YorkCity. The academically rigorous learning environment focuses onmathematics, science, and engineering, while emphasizing civicresponsibility and the value of acquiring knowledge for its ownintrinsic reward. HSMSE faculty work together regularly to planlessons, develop curricula, and share best practices. Their deepprofessional and personal experiences enrich the learningcommunity; many faculty members have earned doctorates,and all have advanced degrees. Many have distinguishedthemselves in business, engineering, and other fields prior tobecoming teachers.Academic program: HSMSE faculty plan lessons that includestudent discussion and cooperative learning to develop andimprove problem-solving skills. All students take four years ofmath and science courses. Core classes meet every other dayfor 90 minutes, allowing time to engage in hands-on activitiesand in-depth discussions. Students attend a 45-minute electiveenrichment course daily; course options include: Gastronomy,Astronomy, Microsoft Office User Certification, Art, PoetryWriting, Jazz Band, and Classical Guitar. There are three majorconcentrations that students select from in the spring of theirsophomore year: Mathematics, Mount Sinai Medical BiomedicalResearch Program, or Engineering. HSMSE has the largestGerman Language program in New York State. College creditcourses are offered in multiple ways: Advanced Placementcourses are offered to all. CUNY courses are offered to eligiblestudents through the CCNY partnership and the City Universityof New York (CUNY) College Now program.Extracurricular activities: CCNY’s Baskerville Hall faces thecollege quad, giving students green space in which to eat lunch,socialize, and relax on sunny days. Students may participate in awide variety of extracurricular activities and PSAL sports afterschool, including Junior Statesmen of America, Moot Court,Mock Trial, Model UN and the Key club. Additionally, HSMSEoffers ping-pong, volleyball, dance, cheerleading, and StrategyGames clubs. HSMSE students compete in nationalcompetitions, sponsored by the Goethe Institute and AmericanAssociation of Teachers of German, for study abroadopportunities to Germany. Every year, at least one HSMSEstudent competes successfully enough to earn two weeks freetravel to Germany. During the school year, HSMSE sponsors tripsto colleges such as Boston College, Massachusetts Institute ofTechnology, Princeton, Brown and University of Michigan.2015 Admissions: 19,035 students listed HSMSE at CCNY as achoice on the SHSAT, and 180 offers were made.High School of American Studiesat Lehman College2925 Goulden Avenue, Bronx, New York 10468Phone: (718) 329-2144 Website: www.hsas-lehman.orgEmail: atrebofiore@schools.nyc.govOverview: The High School of American Studies at LehmanCollege (HSAS) emphasizes the study of American History andoffers students a well-rounded academic program that aims toprepare students for admission to highly competitive collegesand for a range of careers in politics, law, journalism, business,science, mathematics and the arts. In all endeavors, HSASseeks to encourage in students a love for learning and aninquisitive spirit.6

Academic program: The academic program focuses on thedevelopment of college-level methodologies; throughout theirtime in high school, students are supported by faculty in theprocess of pursuing individualized research projects. Allstudents engage in a three-year chronological study of Americanhistory, so that history comes alive through the use of primarysource documents, films, biographies, literature, and creativeteaching techniques. With the support of the Gilder-LehrmanInstitute, students gain first-hand knowledge of the key eventsin American History, taking trips to sites and cities of historicimportance and participating in seminars with guest speakers.HSAS also offers honors-level and Advanced Placementcourses in mathematics, science, constitutional and criminallaw, literature, foreign languages, history, and the arts. Througha partnership with Lehman College, students have access to theCollege’s campus library and athletic facilities and may takecredit-bearing college classes and seminars in their junior andsenior years.Extracurricular activities: After school, students mayparticipate in a wide variety of clubs, join one of the school'smany athletic teams, and take part in competitive activities, suchas moot court, mock trial, debate, and Model UN.2015 Admissions: 16,771 students listed HSAS at LehmanCollege as a choice on the SHSAT, and 161 offers were made.Queens High School for theSciences at York College94-50 159th Street, Jamaica, New York 11433Phone: (718) 657-3181 Website: www.qhss.orgEmail: lgibson4@qhss.orgOverview: Queens High School for the Sciences at York Collegeis dedicated to providing a rigorous curriculum in collaborationwith York College that emphasizes the sciences andmathematics. The school philosophy is students are moresuccessful when nurtured in a small learning community. Theschool mission is to develop a community of diligent learnersand independent thinkers who are inspired to attain academicexcellence and prepare them for the competitive environmentand challenges of higher education.Academic program: In line with offering small sized classes forstandard high school courses (such as English, Social Studies,Science, and Mathematics), the school offers a wide range ofelective courses in all academic subjects, as well as art, musicand language. Advanced Placement courses, including Biology,Calculus AB, Calculus BC, Chemistry, Chinese, EnglishLanguage and Composition, Environmental Science, Physics 1,Spanish, U .S. History, and World History, are available to thosewho qualify. Students also have the opportunity to enroll in CityUniversity of New York (CUNY) College Now courses, such asBiology, Sociology, Health Services, Nutrition and Health, Pre-Calculus, and Psychology. Course offerings vary from year toyear. Besides offering nurturing, small classes, students arefurther supported with tutoring by teachers and honorsstudents. Guidance counselors support and assist students inall areas of concern, especially the selection of and applicationto colleges.Extracurricular activities: Since the school is located on thecampus of York College, students enjoy state-of-the-art facilitiessuch as the College’s library, gymnasium, pool, theater, andcafeteria/food court throughout their high school career. Avariety of clubs (determined by student suggestion and staffcapacity) are available to all students, including Model UN,Amnesty International, chess, Sigma sorority, philosophy,basketball, Key club and many others. Boys and GirlsSwimming, Girls Bowling, and Coed Tennis and Handballcomprise the school’s athletic teams.2015 Admissions: 16,648 students listed Queens High Schoolfor the Sciences at York College as a choice on the SHSAT, and155 offers were made.STATEN ISLAND TECHNICAL HIGH SCHOOL485 Clawson Street, Staten Island, New York 10306Phone: (718) 667-3222 Website: www.siths.orgEmail: BMalenfant@schools.nyc.govOverview: Staten Island Technical High School’s collegepreparatory curriculum provides a robust liberal arts curriculumthat includes courses in Science, Technology, Engineering, Artsand Mathematics (STEAM), and a cutting edge Career andTechnical Education (CTE) program. All 9th grade studentsreceive an iPad to use in school and take home for four yearsvia a 1:1 Digital Education Initiative. Over 60% of the facultymembers teach Advanced Placement (AP) and other collegelevel courses.Academic program: Students advance beyond the corecurriculum by taking four years of mathematics and a widearray of science and AP courses. Students also have the optionof participating in the Science & Engineering Researchprogram, in which they compete in the New York City Scienceand Engineering Fair, Intel Science Talent Search, Google andQuality of Life competitions. All freshmen take an IntensiveWriting course and English and Language Arts College BoardCommon Core-aligned Springboard curriculum, which preparesthem for AP Language and AP Literature and Compositioncurricula. All students graduate with at least two AP SocialStudies courses and take three years of Russian languagecourses. There is an optional fourth-year of a second languageoffered via a blended learning program.The CTE program features pre-engineering, autoCAD, digitalanalogelectronics, and computer science courses and anextensive Work Based Learning- College and Career Explorationsequence featuring career talks, job shadowing, career andcollege fairs, and internships. All students participate in the CTEprogram.7

Partnerships with CUNY College Now, SUNY University in theHigh School, St. John’s University College Advantage and theCollege of St. Rose provide students with the opportunity toearn and graduate with 15 to 60 college credits.Extracurricular activities: The extracurricular program featuresover 90 afterschool clubs and activities (e.g., robotics, debate,Science/ Russian Olympiad) and 42 PSAL teams. The StudentOrganization, National Honor Society and Junior Statesmen ofAmerica serve as the pipeline for our student leaders, whilestudents interested in the arts can participate in nine differentbands, including jazz, marching band and ensembles, as well astheatrical productions.2015 Admissions: 15,209 students listed Staten IslandTechnical High School as a choice on the SHSAT, and 337 offerswere made.Stuyvesant High School345 Chambers Street, New York, New York 10282-1099Phone: (212) 312-4800 Website: www.stuy.eduEmail: 02M475@schools.nyc.govOverview: Stuyvesant High School’s mission is to providestudents with a rigorous curriculum that nurtures and rewardstheir intellectual curiosity. Although Stuyvesant is historicallyrecognized for its strengths in math, science and technologyinstruction, the school also has a dynamic and diverseHumanities program, as well as unique educationalopportunities outside the classroom.Academic program: The school’s enriched curriculum includesrequired courses for graduation and also affords its students theopportunity to take many advanced courses and electives invarious subjects. These course selections include Research,Multivariate Calculus, Organic Chemistry, Existentialism, and WallStreet, in addition to a wide array of Advanced Placementcourses.Extracurricular activities: The school is proud of its 45 PSALsports teams and extensive extracurricular activities such asRobotics, Math Team, Speech and Debate, Science Olympiad,chess, Model UN, and Junior State of America. There are anumber of major publications, over 100 student-run clubs, andan active student government. Students interested in music mayparticipate in symphonic band, symphony orchestra, jazz band,and a number of choral groups.2015 Admissions: 22,662 students listed Stuyvesant HighSchool as a choice on the SHSAT, and 953 offers were made.Fiorello H. LaGuardia High Schoolof Music & Art and Performing Arts100 Amsterdam Avenue, New York, New York 10023Phone: (212) 496-0700 Website: www.laguardiahs.orgEmail: admissions@laguardiahs.netThe Fiorello H. LaGuardia High School of Music & Art andPerforming Arts enjoys an international reputation as the firstand foremost high school committed to nurturing studentsdedicated to the arts. LaGuardia High School’s dual missionprovides a uniquely balanced educational experience thatincludes both demanding conservatory-style training and arigorous, comprehensive academic program.Below are brief descriptions of the pre-conservatory studioprograms: Dance, Drama, Fine Arts, Instrumental and VocalMusic, and Technical Theatre.Students in the Dance program study ballet and modern dance;supplementary courses include dance history, choreography,theater dance (tap and jazz), career management, andprofessional skills. Students in the Drama program, focus ontheater preparation through courses in acting, voice and diction,physical techniques, theater history, and script analysis. In theFine Arts program, students receive two years training intraditional skills and disciplines, which include drawing, paintingin water-based media, graphic design, and painting in oils andacrylics. After taking the core art courses, students round outtheir arts education with advanced courses in the subjects listedabove and with other elective offerings, such as architecture, arthistory, ceramics, computer graphics, mural paintingphotography, print making, and sculpture. Students in theTechnical Theatre program receive practical training in sceniccarpentry, lighting technology, costume construction, soundproperties, stage management, technical drawing, and design.Technical Theater students participate in both the productionand the performance aspects for the various LaGuardia HighSchool events.Students in the Instrumental Music and Vocal Music programsstudy sight singing, music theory, and music history.The Instrumental Music Studio performing groups include foursymphony orchestras, two concert bands, two jazz bands, andthree musical pit orchestras. Students also have the opportunityto compose, conduct and perform original repertoire.The Vocal Music Studio performing groups include Elementary,Mixed, Girls, Women’s, and Senior Choruses; Gospel Choir;Show Choir; and an opera production. In voice classes,students receive training in Italian, German, and French vocalliterature. Music elective courses include chamber music, guitar,music technology, and songwriting.Each studio requires a substantial time commitment afterschool, including rehearsals and performances, as well as thepractical application of technical theater and gallerymanagement techniques. Longer school days are expectedduring performance times, and students are required to bepresent and participate in program-related, after-schoolperformances and activities.Auditions will be held at the school. Student must register forauditions with their guidance counselors. See pages 11-12 forLaGuardia High School audition information.2015 Admissions: 1,179 students received one or more offersto the programs at LaGuardia High School from a pool of 13,625students.8

Fiorello H. LaGuardia High School ofMusic & Art and Performing Arts auditionssection33September 10 – October 15, 2015Register for LaGuardia High School audition(s)with your guidance counselor.October 21, 2015Audition Tickets available for distribution2015-2016 AUDITION DATESAll auditions are held at LaGuardia High School. Dates are scheduled according to the borough in which your school islocated, not your current home address, and by the first letter of your last name.BOROUGH LAST NAME AUDITION GROUP DATE START TIMEBronx A–Z Students auditioning for a single or Sunday, November 22, 2015 8:00 AMmultiple studiosBrooklyn A–Z Students auditioning for two or morestudios or Technical TheatreBrooklyn A–L Students auditioning for a singlestudio except Technical TheatreBrooklyn M–Z Students auditioning for a singlestudio except Technical TheatreManhattan A–Z Students auditioning for two or morestudios or Technical TheatreManhattan A–L Students auditioning for a singlestudioManhattan M–Z Students auditioning for a singlestudioQueens/StatenIslandA–ZStudents auditioning for a single ormultiple studiosSaturday, November 14, 2015Sunday, November 15, 2015Sunday, November 15, 2015Saturday, October 31, 2015Sunday, November 01, 2015Sunday, November 01, 2015Saturday, November 21, 20158:00 AM8:00 AM11:30 AM8:00 AM8:00 AM11:30 AM8:00 AMAudition exceptionsIf a student’s audition date conflicts with a religiousobservance, the student may audition on either the Saturdayor Sunday of the student’s school’s scheduled weekend.If a student's scheduled SHSAT date/time conflicts with his/her scheduled LaGuardia High School audition, the studentmust contact LaGuardia High School directly via phone oremail to schedule a different audition date.Admissions ProcessAdmission to LaGuardia High School is based on acompetitive audition and review of a student’s academicrecord to ensure success in the school’s demanding studiowork and challenging academic program.To audition for one or more of the studios at LaGuardia HighSchool, students must inform their guidance counselors oftheir intention to audition and indicate for which studio(s) theywish to audition. Guidance counselors will provide studentswith a receipt to reflect their intention during the RFT period,and an Audition Ticket prior to the audition date.Auditions for Students Newto New York CityEnd of summer 2016 (official records must indicate thatthe student became a New York City resident afterNovember 1, 2015).Successful candidates are expected to exhibit anintermediate to advanced level of proficiency in their art forms.Students are evaluated based on their preparation for theaudition, level of commitment to their art form, technicalproficiency, and artistic expression. Most students receiving anoffer for one or more of the studios typically score between80-100 points on the studio rubric in addition to having asatisfactory academic record.All applicants must bring to each audition their AuditionTicket for entrance. Printed receipts from the RFT process arenot acceptable. One copy of the previous academic year’sreport card and/or transcript is required for each studio auditionfor which the student is registered. For example, if the student11

Fiorello H. LaGuardia High School ofMusic & Art and Performing Arts auditionsis auditioning for two studios, then she/he must provide twocopies of the Audition Ticket and report card. Students areevaluated solely on the official marks awarded during theprevious academic school year. No reevaluation will be donebased on any subsequent improved academic performance.Registering for LaGuardia High SchoolAuditionsIf students are interested in applying to one or more of thesix studios at LaGuardia High School, they should review theaudition requirements listed in this handbook and also in the2016 Directory of the New York City Public High Schools toprepare for their audition(s).Students registered to audition for more than two studiosmay be asked by LaGuardia High School to audition over morethan one day. Students should ask their guidance counselors tofollow up with LaGuardia High School directly if they are in thissituation.English Language Learners eligible for testingaccommodations and students with disabilities whoseIndividualized Education Plans (IEPs) or 504 Plans provide fortesting accommodations will receive those accommodationsfor the LaGuardia High School audition(s) as long as theaccommodations do not interfere with the content or the skillbeing measured.Students with disabilities or English Language Learners andeligible former English Language Learners who will be usingtheir accommodations for LaGuardia High School auditionsmust send directly to LaGuardia High School any relevantdocuments related to the accommodations prior to the RFTdeadline (e.g., student’s IEP, 504 Plan, or signed letter onschool letterhead describing English Language Learnersupports received by student in school setting).Documentation for LaGuardia High School can be faxed to212-724-5748 or emailed to admissions@laguardiahs.net.Students must arrive on time for audition(s), although thearrival time indicated on the Audition Ticket may not be theactual start time of the audition. Students should bring a lightsnack and/or water.At the LaGuardia auditions, there is a designated waiting/reunion area for parents/guardians, as they are not allowed inthe audition areas. Parents/guardians also may choose to leaveand re-enter the school building at any time. It is important thatthe student has food/water and that any other communicationwith families is made prior to the beginning of the auditionprocess.Audition Information FOR EACH Studio13,625 students auditioned for LaGuardia High School for anoffer to one or more of the school’s six studios for the 2015-2016 school year. Students may audition for the studios listedbelow. Only students who are residents of New York City areeligible to apply and audition.Dance Applicants participate in both a ballet class and amodern dance class. Female applicants must wear a leotard,footless or convertible tights and ballet shoes. Males shouldwear a fitted t-shirt, black leggings, fitted black sweatpants orblack tights, and ballet shoes. Applicants are evaluated for theirpotential to succeed in the specific training offered.Drama Applicants should be prepared to perform twocontrasting one-minute monologues. Applicants will be askedto do an impromptu reading and participate in an interview.Attire should allow free movement since applicants may beasked to demonstrate how well they move physically.Fine Art Applicants must bring a portfolio of 8-15 pieces oforiginal artwork done in a variety of media. The artwork shouldbe from observation, imagination, and memory, and labeledappropriately. Photographs—not originals—of threedimensional(3D) works may be included. For the audition,applicants will be given three drawing assignments, includingdrawing the human figure from observation, drawing a still lifefrom memory, and creating a drawing in color based onimagination. All drawing materials for auditions will be suppliedby the school at the time of the audition.Instrumental Music Applicants should prepare asolo selection to perform without accompaniment and bringone copy of the music they plan to perform. Applicants shouldbring their instruments to the audition, except those auditioningon piano, percussion, tuba, double bass, and harp. Theseinstruments will be provided by the school at the audition.Amplifiers also will be provided at the audition for electricguitarists. Applicants will be tested for rhythm and tonalmemory and will be asked to complete a sight-reading of agiven selection.Technical Theatre Applicants are expected to bring aprepared 3D design model for presentation.They will be asked to participate in a small-group, hands-onpractical in one or more aspects of technical theatre.Vocal Music Applicants should prepare a song to singwithout accompaniment for the audition. The musical selectioncan be classical or popular in style. In the audition applicantswill be asked to sing back melodic patterns and tap backrhythmic patterns. LaGuardia High School has a suggestedonline song list (www.laguardiahs.org); applicants are notrequired to select from the song list.12

4steps in the Application ProcesssectionApplying to the Specialized High Schools1Contact Guidance CounselorStudents should contact their guidance counselor toindicate intention to take the SHSAT and/or audition forLaGuardia High School within the RFT period, starting in earlySeptember.2Obtain a Test or Audition TicketPrior to the testing/audition date(s), school guidancecounselors will provide students with a SHSAT TestTicket and/or a LaGuardia High School Audition Ticket. Thisticket will indicate the location of the test/audition site, the dateand time of the SHSAT/audition, the student’s ID number, andthe school code number of the student’s current school. If astudent has a conflict with the test or audition date assigned,the student should inform his/her guidance counselorimmediately to arrange an alternate test or audition date. OnceTest and Audition Tickets have been issued, students areexpected to arrive on the date and time indicated on theirtickets. SHSAT test sites are based on the location of students’current schools, not current home address. LaGuardia HighSchool audition dates and times are based on the boroughwhere students currently attend school.3Review Test or Audition TicketStudents and parents/guardians should review allinformation on the Test or Audition Ticket for accuracy.English Language Learners and students with disabilities shouldcheck their ticket and make sure they are scheduled for theappropriate testing date (see pages 9 and 11) with theappropriate accommodations. They should inform theirguidance counselors immediately if there are any errors on theTest or Audition Ticket.4Complete and Obtain PARENT/Guardian Signature on Test orAudition TicketStudents and parents/guardians must sign the Test or AuditionTicket prior to the exam or audition. Those taking the SHSATshould rank, in priority order, up to eight Specialized HighSchools to which they want to apply. Students will copy thesechoices onto the test answer sheet on test day. Students maychoose to apply to only one school, or may apply to as many asall eight schools to increase their chances of being offered a seatin one of those Specialized High Schools. Students should onlylist schools that they wish to attend if they are offered a seat.Once choices have been submitted on the day of the test, theymay not be changed. The LaGuardia High School Audition Ticketwill display the studio(s) for which the student requested toaudition when the RFT was submitted. Students should make acopy of the Audition Ticket for each audition they attend.5Attend SHSAT or AuditionStudents taking the SHSAT must bring their Test Ticketto their assigned test site on the day of the test. Studentsauditioning for one or more studios at LaGuardia High Schoolmust bring their Audition Tickets to their audition(s) as well.Students arriving without an Audition or Test Ticket may not beguaranteed admittance. Although sites will make every effort toconfirm a student's registration and accommodate those withmissing tickets, another test or audition date may need to bescheduled. Students should arrive at the time indicated on theTest or Audition Ticket; but it is important to note that the testor audition may start after the arrival time listed on the Test orAudition Ticket.Students are allowed to bring cell phones to the SHSAT test siteand/or LaGuardia High School, but cell phones must be turnedoff and not in use while in school buildings. No other electronicdevices are allowed. Prior to to the start of the audition orSHSAT, students must be prepared to turn in their cell phoneswhen it is requested.For both the SHSAT and LaGuardia High School auditions,students may bring a snack and water; however, test andaudition site staff, including proctors and adjudicators, willdetermine when consuming these items is allowed.6Receive ResultsStudents must be residents of New York City in order toreceive results of the SHSAT and/or offers to LaGuardiaHigh School studio(s). In March 2016, students will be notifiedthrough the High School Admissions Round One result letters asto whether or not they received offer(s) to the Specialized HighSchools. It is possible for students who audition for one or moreof the studios at LaGuardia High School to receive offer(s) toone or more of the studios at LaGuardia High School. Studentswho receive offers to a Specialized High School may, at thesame time, receive an offer to one of the other high schoolchoices that were submitted on his/her New York City HighSchool Admissions Application. At this time, the student willhave to choose between the Specialized High School offer(s)and the High School Admissions application offer.13

Testing and Audition AccommodationsApplying to the Specialized High SchoolsStudents with disabilities who have IEPs or 504 Plans andEnglish Language Learners, including current and former EnglishLanguage Learners who achieved proficiency on the New YorkState English as a Second Language Achievement Test(NYSESLAT) within the past two years, are eligible to receivetesting and/or audition accommodations on the SHSAT andLaGuardia High School auditions.Testing accommodations are changes to test format and/or theway tests are administered so that eligible students have thesupport they need in order to demonstrate their skills,knowledge, and abilities without being unnecessarily impactedby their disabilities or English proficiency. Families areencouraged to review the New York City Department ofEducation’s (NYCDOE) resources on testing accommodations foradditional information: http://schools.nyc.gov/Academics/SpecialEducation/Classroom/instruction/accommodations.htm.Important note: Parents/guardians and students shouldbe mindful that accommodations on the SHSAT must be alignedto testing accommodations the student already receives as partof his or her IEP, 504 Plan, or English Language Learner program.Requests for accommodations solely for the SHSAT are notpermitted, except in emergency situations. Students whodemonstrate disabilities or temporary impairments within 30days of the SHSAT may receive certain testing accommodations,if approved by the principal. Please see the section on“Emergency Testing and/or Audition Accommodations” formore information.Testing Accommodations on the SHSATStudents with disabilities will be provided with theaccommodations listed in their IEPs or 504 Plans, unless theaccommodation is not permitted on the SHSAT, or if theaccommodation is not necessary on the SHSAT. Students andfamilies should contact guidance counselors at their currentschools directly with questions about testing accommodationson the SHSAT.English Language Learners and eligible former English LanguageLearners taking the SHSAT are granted extended testing time of225 minutes (1.5x standard testing time) and a separate location.Bilingual mathematics glossaries will also be provided by theNYCDOE on the day of the SHSAT at each test administrationsite in the NYCDOE’s nine major languages: Arabic, Bengali,Chinese (Traditional and Simplified), French, Haitian-Creole,Korean, Russian, Spanish, and Urdu. Students are not permittedto bring their own bilingual mathematics glossaries.English Language Learners with IEPs or 504 Plans will receivethe accommodations to which they are entitled, as long as theaccommodations are permitted for the SHSAT (see below).Students whose IEPs or 504 Plans specify use of assistivetechnology, such as a Frequency Modulation (FM) Unit, or otheraids, such as masks or markers, must bring these with them onthe day of the SHSAT and/or audition. Please note: assistivetechnology and other aids will not be provided on testing and/or audition days.Testing Accommodations Not Permitted for SHSATCertain testing accommodations are not permitted for anystudent on the SHSAT because providing theseaccommodations would change what the test is trying tomeasure:Students are not permitted to use calculators and/ormathematics tables on the Mathematics section, because thissection of the SHSAT measures students’ mathematicalcomputation skills.No part of the Reading section of the SHSAT will be readaloud to any student, because this section of the SHSATmeasures students’ reading comprehension skills. This includesdirections, passages, questions, and answers.Oral translations of test directions, questions, and answersare not permitted because this changes the standardization ofthe test. English Language Learners who need translations arepermitted to use bilingual mathematics glossaries on the Mathsection of the SHSAT only.Testing Accommodations That Do Not Apply for the SHSATIn addition, some accommodations that students may use onother tests may not be applicable on the SHSAT. For example,students who use a computer, word processor, or scribe fortests with writing responses will not need to use thisaccommodation on the SHSAT because there are no essays onthe test. However, it is critical for families to notify the NYCDOEof any need to have a test administrator bubble in answers onthe SHSAT answer sheet.Testing Accommodations forLaGuardia HIGH SCHOOL AuditionsIf there is any question as to whether an accommodationis permitted for an audition, please have your guidancecounselor contact LaGuardia High School directly by phoneat 212-496-0700 or email at admissions@laguardiahs.net.For information about arranging for accommodations forLaGuardia High School auditions, please see the next section.14

Confirming Testing AccommodationsFor the SHSAT and LaGuardia highSchool AuditionsDuring the SHSAT RFT period, a student’s current school,including non-public schools (private and parochial schools),is responsible for entering the appropriate testingaccommodations in the NYCDOE’s Student EnrollmentManagement System (SEMS). For students with 504 Plansor similar school-based accommodation plans (only forstudents not in NYCDOE schools), all documentationmust be submitted to the NYCDOE for review via email toshsataccommodations@schools.nyc.gov. Students andfamilies should directly contact their guidance counselorsat their current schools with questions about testingaccommodations on the SHSAT.Students arranging accommodations for LaGuardia HighSchool auditions must have their guidance counselor sendsupporting documentation directly to LaGuardia High Schoolprior to the RFT deadline (e.g., student’s IEP, 504 Plan, or signedletter on school letterhead describing English Language Learnersupports received by student in school setting). Documentationfor LaGuardia High School can be faxed to 212-724-5748 oremailed to admissions@laguardiahs.net. Guidance counselorsshould contact LaGuardia High School directly with anyquestions about audition accommodations.Non-public school students with disabilities who do nothave an IEP or 504 Plan indicating their need for testingaccommodations must complete a NYCDOE Request forAccommodations form and work with their school guidancecounselor to submit the form and supporting documentationto the NYCDOE for review and approval by the RFT deadline.Students’ current schools are responsible for ensuring that anappropriate review process takes place, and that students’accommodations and relevant documentation are submittedby the RFT deadline. The NYCDOE reserves the right torequest additional information about schools’ processes forgranting accommodations and verify that the requestedaccommodation addresses a documented need. Afteraccommodations plans are approved by the NYCDOE, thedocumentation should be sent directly to LaGuardia HighSchool so that accommodations can be arranged for theaudition(s).Students with Accommodations WhoFinish the Test Before the End of theExtended Time PeriodBefore the RFT deadline, parents/guardians of EnglishLanguage Learners and students with IEPs or 504 Plans mayopt out of certain testing accommodations for their children onthe SHSAT or LaGuardia High School auditions. Before the RFTdeadline, parents/guardians must contact their child’s guidancecounselor to indicate in writing their desire to opt out of testingaccommodations for their child. Neither guidance counselorsnor students may opt out of testing accommodations; writtenconsent by a parent/guardian is required.If it is not possible to provide written consent to opt out oftesting accommodations before the RFT deadline, parents/guardians must provide their written consent on testing day toopt out of the testing accommodations listed on their child’sTest or Audition Ticket.On testing day, students cannot modify or opt out of the testingaccommodations listed on their Test or Audition Ticket (unlessparent/guardian consent has been provided in writing on theTest or Audition Ticket).All students must stay in testing rooms until at least the endof the standard test administration time (150 minutes), with theexception of bathroom breaks.Once the standard test administration time has lapsed,students with an accommodation of extended time on testswho have finished their work on the exam may leave the testingroom before the end of their extended time.Students entitled to extended time who leave before the endof their extended time will be required to indicate in writing thatthey had the opportunity to use the full amount of the extendedtime period but chose to leave early.If a parent/guardian does not want his/her child to leave thetesting room before the full amount of the extended time periodhas ended, the parent/guardian is responsible forcommunicating this to his/her child.Re-tests will not be provided to students who leave beforethe end of their extended time after they have acknowledged inwriting that they had the opportunity to use the full extendedtime but chose to leave earlier.Emergency Testing and/or AuditionAccommodationsEmergency testing accommodations are intended for use bystudents whose disabilities or injuries occur after the RFTdeadline but before their scheduled testing/audition day, andwithout enough time to develop an IEP or 504 Plan. For theSHSAT, students and families should ask their guidancecounselor to email shsataccommodations@schools.nyc.govas soon as possible prior to the testing day that emergencyaccommodations may be needed.If a family requests an accommodation without giving theNYCDOE sufficient time to review the request before theregular SHSAT administration date, the student’s SHSAT maybe rescheduled to ensure that the request for accommodationsmay be properly reviewed.If a student requires emergency accommodations for aLaGuardia High School audition, the family or guidancecounselor must contact LaGuardia High School directly torequest the accommodation.Students and families should contact their current guidancecounselor for additional information about testingaccommodations.15

Filling In the Answer SheetAnswer sheets will be attached to test booklets. When theproctor instructs you to do so, you must detach the answersheet and a sheet of scrap paper from the test booklet alongthe perforations, being careful not to tear the answer sheet orbreak the seal on the test booklet.Before taking the test, you will need to provide informationsuch as name, student ID number, school number,and school choices on the answer sheet.seats available at each school. Therefore, it is very importantthat you make your decisions about ranking schools beforethe day of the test. Discuss with your family the schools youare interested in, and determine the order in which you will listthem on the answer sheet. Enter these rankings on the TestTicket so that you will be able to carefully copy them onto Grid5 on your answer sheet at the test site. Only choices made inGrid 5 will be counted.Examples of Correct Grid 5It is important to fill in the bubbles completely sothat scoring is not delayed. The following gridsfrom the answer sheet collect important identifyinginformation as well as information that affectsadmission to a Specialized High School.In Grid 4 you will bubble in your name as itappears in your school record and on your highschool application. You should not use anickname. For example, if your name on yourschool record is Robert, you should bubble in thatname, even if most people call you “Robbie.” Or ifyour name on your school record is Mei-Ling, youshould bubble in that name, even if most peoplecall you “Melanie.”Grid 5 is for your choice of Specialized HighSchools only. If you mark Grid 5 incorrectly, youradmission to a Specialized High School may beaffected. Admission is based on your score andthe order in which you rank your schoolpreferences in Grid 5, as well as the number ofYou MUST fill in a first choice school.Examples of INCorrect Grid 5DO NOT fill in more than onecircle in a column.DO NOT fill in more than onecircle in a row.DO NOT fill in the same schoolfor each choice.17

SHSAT Description and MaterialsYou must fill in one and only one circle for each school for which youwish to be considered. You may make as few as one or as many aseight choices. To increase your chances of receiving an offer to one ofthe Specialized High Schools, you are encouraged to make more thanone choice. You must fill in a first choice school, and you may fill inonly one school for each choice. You must fill in only one circle in arow and only one circle in a column. You must not fill in a school morethan once. You must not fill in the same school for each choice.In Grid 7, you must print the name of the school where you are nowenrolled. You will then print your school code exactly as it appears onyour Test Ticket or in the Feeder School List available from the testproctor. After that, you will bubble in the corresponding number orletter for each digit of your school code. Bubble in the letter “P” ifyou attend a private or parochial school. For example, a student whoattends Abraham Lincoln IS 171 in Brooklyn should complete Grid 7as shown in the example on the right. Fill in Grid 7 carefully: abubbling error in Grid 7 may delay the reporting of your score.Grid 9 is labeled “STUDENT ID NUMBER.” Write your nine-digitstudent ID number in Grid 9. You will find this number on your SHSATTest Ticket. Below each box, fill in the circle containing the samenumeral as the box. (See the example on the right.)When you are told to beginthe test, mark your answers SAMPLE ANSWER MARKSon the answer sheet bycompletely filling in theappropriate bubble (see123AAABBBCCCDDDEEERIGHTWRONGWRONGexample). Make sure your4 A B C D E WRONGmarks are heavy and dark.5 A B C D E WRONGBe careful not to make anystray marks on the answersheet. If you change an answer, completely erase your first answer.Do not fold or tear the answer sheet. There is only one correct answerto each question. If your answer sheet shows more than one mark inresponse to a question, that question will be scored as incorrect.Grid 7Abraham Lincoln IS 1711 9 K 1 7 1Grid 93 2 1 4 5 6 7 7 8You may write in your test booklet or on the scrap paperprovided to solve verbal or mathematics problems, but youranswers must be recorded on the answer sheet in order to becounted. It will not be possible to go back and mark youranswers on the answer sheet after time is up. Information in thetest booklet or on scrap paper will not be counted.18

SHSAT Description and MaterialsStudent MisconductIt is important to note that test security is CRITICAL for theSHSAT. During the test, you may not communicate with otherstudents in any way. This includes, but is not limited to:speaking, writing and passing notes, sharing test booklets oranswer sheets, looking at other students’ answers, and/orpossession of a personal electronic device. Students found tobe engaging in any of these activities will have their testsinvalidated and will not be allowed to take the test again untilthe following school year (for current 8th grade students;9th grade students will not have any additional opportunities totake the test after 9th grade).Claims of Testing IrregularitiesIf you believe there is interference or testing irregularity duringany part of the SHSAT test, you should bring the matter to theimmediate attention of the proctor. This may include amisprinted test booklet, undue distraction, or improperstudent behavior. The proctor will attempt to remedy thesituation and may take a written statement from you at theend of the test.Students and parents/guardians may also report anysuspected proctoring or testing irregularities, in the form ofa letter, to the address below:Office of Student Enrollment52 Chambers Street, Room 415New York, NY 10007Mailed letters must be sent by certified mail with proof ofdelivery and postmarked no later than one week after the testadministration. For all claims, please include parent/guardianand student names, as well as telephone and/or email contactinformation. Any claims of testing irregularity postmarked laterthan one week after the test date may not be considered.Claims will be responded to on an individual basis.SHSAT ScoringSHSAT scores are based on the number of correct answersmarked. There is no penalty for wrong answers. If you are notsure of an answer, you should mark your best guess. Youshould not spend too much time on any one question. Answereach question as best you can or skip it and keep going. If youhave time at the end of the test, you may go back.Each answer sheet is scanned and scored electronically, andthe number of correct answers, called a raw score, isdetermined for each test taker. Because there are severalforms of the SHSAT, raw scores from different test formscannot be compared directly. The test forms were developedto be as similar as possible, but they are not identical.To make valid score comparisons, a raw score must beconverted into another type of score that takes into accountthe differences between test forms. In a process calledcalibration, verbal and mathematics raw scores are convertedinto scaled scores. The raw scores and scaled scores are notproportional. In the middle of the range of scores, an increaseof one raw score point may correspond to an increase of threeor four scaled score points. At the top or bottom of the rangeof scores, an increase of one raw score point may correspondto 10-20 scaled score points. The reason for this difference isthat the scaled scores have been adjusted to fit the normalcurve. Scaled scores are on a scale that is common to all testforms, making it possible to compare these scores directly.The composite score is the sum of the verbal and mathematicsscaled scores. The composite score is used to determineadmission to a Specialized High School.Review ProceduresAfter receiving results, you and your parents/guardians mayreview a copy of their answer sheet by requesting anappointment with a representative from the Office ofAssessment. Copies of answer sheets are not available fordistribution but will be reviewed at the scheduled appointment.Appointments may be arranged in one of the following ways:1) By submitting an electronic request via the SHSAT website,www.nyc.gov/schools/Accountability/resources/testing/SHSAT, or2) By sending a written request via certified mail with proof ofdelivery to:Office of Assessment, SHSAT Review52 Chambers Street, Room 309New York, New York 10007Electronic requests must be submitted and letters must bepostmarked no later than April 1, 2016. Requests mustinclude:Student’s name, date of birth, and OSIS numberParent/guardian’s phone number and email addressWithin four weeks of receipt of the request, the Office ofAssessment will provide appointment details. If there are daysor times during normal business hours in the months of Aprilthrough June that the students and parents/guardians will notbe available, be sure to indicate them on your request, asrescheduling may not be possible.19

SHSAT Description and MaterialsDiscovery ProgramAs stated in New York State law, the Specialized High Schools may sponsor a Discovery Program to givedisadvantaged students of demonstrated high potential an opportunity to participate in the Specialized HighSchool program. Students will be notified which schools will be sponsoring a Discovery Program and if they areeligible to apply no earlier than May 2016.To be eligible, the student must:1. have scored below and close to the lowest qualifying score on the SHSAT. Eligible scores will vary from year to yearand will be based on seat availability; and2. have ranked one of the Specialized High Schools that plans to host a 2016 Discovery Program as among the choices onhis/her 2015 SHSAT answer sheet; and3. be certified as disadvantaged by his/her middle school according to the following criteria:a. attend a Title 1 school and be from a family whose total income is documented as meeting federal income eligibilityguidelines established for school food services by the NYS Department of Agriculture, effective July 1, 2015; orb. be receiving assistance from the Human Resources Administration; orc. be a member of a family whose income is documented as being equivalent to or below Department of SocialServices standards; ord. be a foster child or ward of the state; ore. initially have entered the United States within the last four years and live in a home in which the language customarilyspoken is not English; and4. be recommended by his/her local school as having high potential for the Specialized High School program.Once notified of eligibility, families should meet with the school counselor to discuss the Discovery Program application.Documentation supporting student eligibility must be attached to the recommendation form submitted on behalf of thestudent by the middle school. Not all students recommended can be accepted into the Discovery Program. Those studentswho are successful in meeting the demands of the summer program will be granted an offer to the school sponsoring theDiscovery Program. Those students who are not successful will attend the school to which they had previously beenassigned. Students should speak to their guidance counselors if they have any questions.20

66sectionSHSAT Useful Tips for TestingParents/guardians are encouragedto review the following tips with theirchildren so that they are well preparedfor the test.Before Test DayThe best way to improve your verbal skills is to read manybooks and articles on different topics. Reading widely willhelp you expand your vocabulary and improve yourcomprehension. While reading, ask yourself: What is the mainpoint? What can be deduced? Why does the author use certainwords? Is this article well written?Knowing what to expect on the test and having somepractice in test taking is beneficial. This handbook describeseach part of the test and contains two sample tests to use aspractice. Each sample test contains questions from previoustests and has been updated to match the 2015 tests as closelyas possible. A list of correct answers is provided for each test,along with explanations.Simulating the actual testing situation helps. You will havetwo and a half hours (150 minutes) to complete the test. Duringyour practice test, how you allot the time between the verbaland mathematics sections is up to you. You may start with eithersection. Use the practice test to decide how much time you willspend on each section to keep yourself on pace and manageyour time on test day. For example, will you spend 75 minuteson each section, or will you spend more time on one sectionthan another? Will you leave certain questions for the end? Youmay return to one section if you have time remaining afterfinishing the other section. Mark your answers on the answersheet provided in this handbook. Remember, on the actual test,you will not be given extra time to mark your answers on theanswer sheet after time is up.After you complete the practice test, check your answersagainst the list of correct answers. Read the explanations ofthe correct answers to see the kinds of mistakes you may havemade. Did you read too quickly and misunderstand thequestion? Did you make careless errors in computation? Didyou choose answers that were partially correct, but were not thebest answers? Were many of your wrong answers guesses? Youalso should check to see whether there is a pattern to yourerrors. For example, did you get all of the inequality questionswrong? Did you leave any answers blank? Seek outopportunities to do more practice in areas that challenged you.Put this handbook away for a few days, and then take thesecond sample test, following the same procedure. Be awarethat how well you do on these sample tests is not a predictor ofyour score on the actual test. However, these tests will give youan idea of what to expect when taking the SHSAT.day of the testPrepare yourself. The night before the test, remember to get agood night’s sleep. Bring your signed Test Ticket with you to yourassigned test site and make sure it includes a parent/guardiansignature and your ranked choices of Specialized High Schools.Arrive at your assigned test site on time. Wear comfortable clothesand bring a non-calculator watch to keep track of the time. Makesure that you have several sharpened Number 2 pencils and aneraser that erases cleanly. Do not bring personal electronic devicessuch as an iPod, calculator, tablet/iPad or ebook reader to the test.You may bring a cell phone but it will be turned off and collectedby your proctor for the duration of the test.Plan your time. Be aware of the total number of questions and theamount of time you have to complete the test. Work carefully, butkeep moving at a comfortable pace and keep track of the time.Listen carefully to your test proctor and all instructions regardingtime. Be sure to place all answers on the answer sheet. You will notbe given additional time to transfer your answers from the testbooklet or any scrap paper to the answer sheet after time is up.Read the instructions carefully. Be sure you understand the taskbefore marking your answer sheet. For each question, read all thechoices before choosing one. Many questions ask for the bestanswer; it is important to compare all the choices to determine thechoice that best answers the question.Mark your answers carefully. This is a machine-scored test, andyou can lose credit by marking the wrong answer bubble ormarking the answers to two questions on the same line. Make surethe number on the answer sheet matches the number of thequestion in your test booklet. To change an answer, erase theoriginal mark completely. If two bubbles are filled in for a question,that question will be scored as incorrect. Avoid making stray pencilmarks on your answer sheet. You may write in your test booklet tosolve verbal or mathematics problems, but remember that onlyanswers recorded on the answer sheet will be counted.There is no penalty for a wrong answer. Your score is based onthe number of correct answers marked on the answer sheet.Therefore, omitting a question will not give you an advantage, andwrong answers will not be deducted from your right answers. Fill inany blanks when the time limit is almost up.Make an educated guess when you do not know the answer to aquestion. Do this by eliminating the answer choice(s) that aredefinitely wrong, and then choose one of the remaining answers.Be considerate of other students during the test. Do not chewgum or make noises or movements that would be distracting toothers.If you finish before time is up, go back over your work to makesure that you followed instructions, did not skip any questions, anddid not make careless mistakes. Students must remain in thetesting room for the entire duration of the test (150 minutes).21

Specific StrategiesVerbalScrambled ParagraphsThe scrambled paragraph portion of the test measures your abilityto organize written material according to the sequence ofideas and/or cues provided by transitional words and phrases.There are five paragraphs, each consisting of six sentences. Thefirst sentence is provided, with the remaining five presented inrandom order. You are to arrange the sentences in the author’soriginal order using cues contained in the sentences. Only onearrangement of each set of sentences will form a well-organized,cohesive, grammatically correct paragraph. Each correctlyordered paragraph is worth double the value of a questionin any other section of the test.The sentences contain words and phrases that help toidentify the flow of ideas from one sentence to the next,perhaps describing a procedure or tracing a historicalevent. The sentences may also provide grammatical cuesas to how to construct the paragraph. For example, thepronoun “she” may refer to someone mentioned in a previoussentence. Transitional words such as “although” and “however”also provide cues about how the sentencesrelate to one another.As you put the sentences in order, it may help to write thecorrect position of each sentence in the blank to the left.For example, write “2” next to the sentence that you thinkfollows the first sentence, “3” next to the sentence youthink follows “2,” and so on.Read Example 1. After reading all the sentences, you shouldhave an idea of what the paragraph is about. Now go back tothe given sentence and determine which sentence should comenext. The given sentence reveals the secret to teaching a parakeetto talk—realizing that the bird just repeats what it hears.The “realization” in the given sentence leads to U, which begins“for this reason” and explains how the realization in the previoussentence affects how a teacher presents the “lessons.”The next step of the teaching process is in R. The many timesthe phrase is repeated in R is followed by “your repetitions” in S,which advises the teacher to leave the bird after teaching. Qexplains how to leave the bird. The closing sentence is T. The“word of farewell” in Q refers to “Goodbye” in T. URSQT createsa paragraph that is logically and grammatically correct.RSQTU might look appealing, but the transition from the givensentence to R is poor. R does not follow up on the “secret” presentedin the given sentence. Another problem is the placementof U at the end of the paragraph. T provided a specific exampleof distraction. U refers to a range of distractions, including, butnot limited to, other noises. The resulting paragraph is disjointedand poorly organized.Example 1The secret to teaching a parakeet to talk is the realization that a “talking” bird is simply imitatingwhat it hears, not putting its own ideas into words._______Q. As you leave, don’t give a word of farewell._______R. Stay just out of sight of the bird and repeat the phrase you want it to learn for at least 15minutes every morning and evening._______S. After your repetitions, leave the bird alone for a while._______T. Otherwise the bird might combine that word, such as “Goodbye,” with the phrase you aretrying to teach it._______U. For this reason, when you train your bird to repeat your words, eliminate any distractions,especially other noises, during its “lessons.”Example 1The second sentence is Q R S T UThe third sentence is Q R S T UThe fourth sentence is Q R S T UThe fifth sentence is Q R S T UThe sixth sentence is Q R S T U22

Specific StrategiesVerbalURQTS might also appear appealing, but QTS is an awkwardprogression of sentences. A well-organized paragraph wouldnot place Q (which assumes that you are leaving) prior to S(which suggests that you should leave). Another problem is thatthe phrase “after your repetitions” in S does not have a clearreferent in T. It refers back to U and R, and placing it at the endof the paragraph creates a gap in the flow of ideas.Logical ReasoningThis section consists of 10 questions that assess your ability toreason logically, using the facts, concepts, and information presented.You must guard against jumping to conclusionsthat are not warranted from the information given. Thereare different types of questions: figuring out codes, determiningthe relative positions of things or people, identifying correctassumptions, and drawing valid conclusions.The most important strategy is to read the information carefullyand make no assumptions that are not sup ported by the giveninformation. Certain words must be read carefully. For example,between cannot be assumed to mean between andright next to; other things may be between these two objectsas well. The same may be true of words such as above,below, before, and after.Another good strategy is to look for information that is definitelystated, such as, “The red box is the largest,” or “Jane is notstanding next to Erik.” This information makes it easier todetermine the relative relationships.For Example 2, draw a diagram to help you determine theorder in which the students stood:ShortestTallest1st2nd3rd4th5thThe question provides information about the students’ heightsrelative to one another. It does not provide definite informationthat would allow us to place a student in any particular location.Add the information given in the three conditions about the students’heights to the diagram. Remember that the informationis relative, so don’t place anyone in a definite space yet.Condition 1 Condition 2 Condition 3Shortest J N PTallestG R NThe first and third conditions can be combined like this:PNJGThe diagram shows that Gina is taller than everyone else, soshe is in fifth place, which is Option D. Notice that it is notpossible to determine who is in fourth place—Jorge or Rafael—but this does not affect Gina’s place. Gina’s position can bedefinitely determined, so Option E is incorrect.Example 2Five students stood in order of height. Theshortest student stood in the first place, andthe tallest student stood in the fifth place.1) Jorge is shorter than Gina.2) Rafael is taller than Nick but shorter thanGina.3) Nick is shorter than Jorge but taller thanPriscilla.In which place is Gina?A. secondB. thirdC. fourthD. fifthE. Either fourth or fifth, but it is not possible todetermine which one.GJ23

Specific StrategiesVerbalFor Example 3, read each option and decide whether it mustbe true based on the given information. Reread the giveninformation as often as needed so that you do not makean incorrect assumption. Option F is not necessarily true.The given information does not say anything about a requirementthat 75 people must watch the film. Nor is Option Gnecessarily true. It might be a good idea, but we cannotconclude that it must be true. We cannot conclude that OptionJ is true; we do not know how many people are interested inthe film. Option K may seem like a reasonable answer. It couldexplain why video room A is being used. However, eventhough the explanation sounds plausible, the given informationdoes not say why the film is being shown in video room Arather than somewhere else. It simply says that video room Awas used. Therefore, we cannot say that Option K must betrue. Only Option H must be true because we know that thecapacity of video room A is 75 people.Example 3Because video room A is being used to showthis film, no more than 75 people can attendthe showing.Based only on the information above, which ofthe following must be true?F. At least 75 people must be present inorder to show the film in video room A.G. If more than 75 people are interested inseeing this film, another video room willshow the film at the same time.H. If more than 75 people want to see thisfilm, some will not be able to attend thisshowing in video room A.J. More than 75 people are interested inseeing this film.K. Because fewer than 75 people want to seethis film, video room A is being used.When the question involves a code, as in Example 4, do notsolve for all parts of the code. Solve only those parts thatrelate to the question. Read the directions carefully. The lettersin a sentence may or may not appear in the same order as thewords they represent in that sentence. For example, in the firstsentence, the first letter (R) may or may not represent the firstword (“Tito”).In Question 1, the word “Tito” appears only in the first andfourth sentences, so its corresponding letter must appear onlyin those sentences. Letter J (Option B) meets that requirement,and it is the correct answer. The other options cannot be correct.The letter Y appears only in the fourth sentence. The lettersB and R appear in the first and fourth sentences, but theyalso appear in the second and third sentences. Thus, neitherof them can represent the word “Tito.” Option E is ruled outbecause the letter representing “Tito” can be determined fromthe information given.In Question 2, the letter K appears in all four sentences. Thewords “wants to meet” also appear in all four sentences. Is itpossible to determine which of those words is represented byExample 4Questions 1 and 2 refer to the followinginformation.In the code below, (1) each letter alwaysrepresents the same word, (2) each word isrepresented by only one letter, and (3) in anygiven sentence, the letters may or may not bepresented in the same order as the words.R J K B L means“Tito wants to meet Shu.”M R C B K means“Bianca wants to meet Michael.”B R D K Z means“Anjel wants to meet Kim.”K J Y R B means“Imani wants to meet Tito.”1. Which letter represents the word “Tito”?A. BB. JC. RD. YE. Cannot be determined from theinformation given.2. Which word is represented by the letter K?F. wantsG. toH. meetJ. MichaelK. Cannot be determined from theinformation given.24

Specific StrategiesVerbalthe letter K? No, it could represent any of those words. Thedirections state that “the letters may or may not be presentedin the same order as the words.” Thus, the letter K appearsabove the words “to” and “meet,” but that does not mean itrepresents either of those words. It is impossible to determinewhich word is represented by K, so the correct answer isOption E, “Cannot be determined from the information given.”READINGThis section measures your ability to read and comprehendfive informational passages. Each passage is 400 to 500words long. The subjects include short biographies, discussionsof historical events, descriptions of scientific phenomena,brief essays on art or music, discussions with a point ofview, and human interest stories.Example 55101520Several animal species, although theyremain “wild,” are comfortable living inclose proximity to people. Some of theseanimals, such as squirrels and pigeons, areplentiful even in big cities. Many maketheir homes in buildings and have developeda taste for human food. Among thesespecies, few have a larger appetite for theproducts of human civilization than seagulls.Despite the name, not all gulls live near thesea. Of the 44 gull species, some are foundin deserts or mountain regions, though mostinhabit shorelines. On the California coast,western gulls far outnumber other gull species.Glaucous-winged gulls dominate thePacific Northwest; herring gulls, the NorthAtlantic coast; ring-bills, the Great Lakesand other inland fresh water; and Californiagulls, despite their name, the Great SaltLake in Utah. Because of special glandsabove their eyes, all gulls can drink saltwater as well as fresh water.510152040455055Gulls have learned that human habitationusually means a plentiful, easy food supply.They accept handouts eagerly and willdrive off more mild-mannered birds, suchas ducks, rather than share food with them.Gulls follow fishing boats and garbagescows, knowing that these are reliablesources of easy pickings. They find landfills,with their plentiful food scraps, especiallyinviting. Unfortu nately, this causes a seriousproblem when the landfills are locatednear airports. Gulls have been sucked intothe air intakes of jet engines, resulting infatal plane crashes.Many gulls have adapted to living amongcity skyscrapers. The buildings’ high roofsand straight sides resemble the cliffs wheregulls nest in the wild and provide the samekind of updrafts that allow sea gulls to glideand soar with little effort. Apart from anoccasional hawk, sea gulls have few naturalpredators in urban settings. And city livingprovides easy access to plenty of garbage.40455055253035Gulls have a varied natural diet, rangingfrom fish, shellfish, and rodents to insects.They typically break shellfish open by carryingthem while they fly, then droppingthem onto a hard surface. Some gulls havebeen seen trying to dine on some ratherunusual substances. For example, gullshave attempted to eat golf balls, perhapsmistaking them for the eggs of anotherspecies of bird. Others have dropped metalobjects, such as nuts and bolts, from the skyonto the ground.253035606570Indeed, gulls are not the best of neighbors.They are noisy and have been known todamage buildings and farm crops, and topester humans carrying food. A whole“gull control” industry has sprung up todiscourage sea gulls from congregating nearhuman communities. For example, electronicdevices produce flashing lights or thesounds of predators, and spikes and sprinklerson buildings and fences deter the birdsfrom roosting. As long as people continue toprovide them with food, however, gulls willprobably remain the birds next door.60657025

Specific StrategiesVerbalEach passage has six questions that ask you to identify andanalyze key ideas and details, as well as draw conclusions fromthe information presented.In order to ensure a thorough understanding of the text, readthe passage carefully rather than skimming it. This will helpprevent you from making inaccurate assumptions based on onlya few details. After reading the passage, try answering eachquestion before reading the answer choices. Then look at thechoices to see which is closest to your answer. If none seem tobe your answer, read the question again. You may also rereadthe passage before you choose your answer.Be wary of choices that are too broad or too narrow. Ask yourselfwhether the question requires you to draw a conclusion orinference from statements in the passage or simply to identify arestatement of the facts.Base your answers only on the information presented in thepassage. Do not depend solely on your prior knowledge ofthe topic. Enough information will be given for you to arrive atthe correct answer.Example 5 continued...1. Which of the following best tells what thispassage is about?A. the harm that gulls do to peopleB. how gulls have adapted to living nearhuman communitiesC. the characteristics of animal speciesthat benefit from living near humansD. how gulls have become tameE. how gulls’ intelligence helps them tosurvive2. Where are gulls most dangerous to people?F. in big citiesG. at golf coursesH. on seacoastsJ. on farmsK. at airports3. Which of the following statements about theeating habits of gulls is suggested by thepassage?A. Gulls prefer food with strong flavors.B. Gulls have developed a taste for metalobjects.C. Gulls eat only food that people havethrown away.D. Gulls sometimes steal and eat the eggs ofother birds.E. Gulls are fussy eaters compared withother birds.4. What is the most likely reason that the gullsmentioned in the passage dropped nuts andbolts from the sky?A. They were trying to frighten offcompetitors.B. They didn’t like the taste of them.C. They were trying to crack them open.D. They behave that way with all food.E. They were unable to hold them any longer.5. What species of gull would have the least usefor the special glands mentioned in line 21?A. ring-billB. herringC. westernD. CaliforniaE. glaucous-winged6. Which of the following is most likely part of agull control strategy?F. building taller skyscrapersG. building landfills near airportsH. eliminating hawks and other predatorsJ. paving over parks and green spacesK. installing flashing lights on rooftops26

Specific StrategiesVerbalQuestion 1The correct answer for this question must encompass themain points without being overly broad. Option A is a detail,not a main point. Option C describes only the first paragraph.Options D and E are not mentioned. The best answer isOption B. The passage describes how gulls benefit from livingin human-created surroundings.Question 2To answer this question, read every option before choosing thebest one. According to the passage, while gulls may be nuisancesto people and may damage property, they do not posea threat to the lives of human beings in cities, golf courses,seacoasts, or farms. The only reference to gulls’ potentialdanger to people is in lines 47-49: gulls sucked into airplaneengines have resulted in fatal plane crashes. The correctanswer is Option K, “at airports.”Question 3The eating habits of gulls are mentioned in several placesthroughout the passage. You must keep all of these in mindin order to answer correctly. The passage does not mentionstrong flavors, ruling out Option A. Option B is incorrect;although the passage describes how gulls pick up and dropmetal objects, it does not say that they actually eat them.Gulls eat just about everything, including but not limited togarbage, making Options C and E incorrect. Lines 30-33imply that gulls eat the eggs of other bird species, which isOption D.Question 5The special glands mentioned in line 21 allow gulls to drinksalt water as well as fresh water. All of the gull species in thesecond paragraph, except the ring-bills, live near salt wateroceans or the Great Salt Lake. Thus, they need the specialglands in order drink to salt water. Ring-bill gulls live near theGreat Lakes and other inland fresh water. Fresh water is easilyaccessible to them, so they have little use for the specialglands (Option A).Question 6The gull control industry is described in the last paragraph.Its purpose is to discourage sea gulls from congregating nearhuman communities. Options F, G, and H may attract gulls,not discourage them. Option J can be eliminated because thepassage does not say anything about parks and green spaces,or the lack of them. Option K is mentioned in lines 65-66 as away to deter gulls from roosting on buildings and fences.Question 4The statement about gulls dropping nuts and bolts from thesky is in lines 33-35. To find the reason why they do this,read the entire third paragraph. Lines 24-28 say that gullsbreak open shellfish by dropping them onto a hard surface.Apparently they can’t open the shellfish by other means. Alogical inference is that gulls drop metal objects for a similarreason--to try to crack them open--which is the correctanswer (Option H). Frightening off competitors (Option F) ismentioned in the context of driving ducks away from food(lines 38-40), not with regard to dropping objects from the sky.The other options are not supported by the passage.27

Specific StrategiesMathematicsThis section includes arithmetic, algebra, probability, statistics, and geometry problems. The technical termsand general concepts in these test questions can be found in the New York State Education DepartmentP-12 Common Core Learning Standards for Mathematics. Most problems involve application of topicscovered in the Common Core; however, since the Common Core is just an outline, not all details of a topicare provided. Consequently, some aspects of a question may not be mentioned. As one of the purposes ofthis test is to identify students who will benefit from an education at a Specialized High School, the SHSATcontains many questions that require using mathematical ability to respond to novel situations.The NYSED P-12 Common Core Learning Standards for Mathematics can be downloaded from theNew York State Education Department website: www.nysed.gov.TIPS for Taking the Mathematics Section of the SHSATTo improve your mathematics skills, choose a mathematicstextbook for your grade level and solve five to tenproblems every day. Do both routine and challengingproblems. Routine problems reinforce basic mathematical facts.More challenging problems help you understand mathematicsconcepts better. Do not give up if you cannot complete someof the problems. Skip them and move on. You may be able tosolve them after you have practiced different types of problems.Also, do not limit yourself to types of problems that test whatyou have learned in your mathematics class only.You must know the meanings of technicalterms such as “parallel” and “perpendicular” thatare appropriate to your grade level, as well as the customarysymbols that represent those terms. You also need to knowvarious formulas such as those for the perimeter and area ofdifferent figures. You can find these technical terms, symbols,and formulas in your mathematics textbook. These terms,symbols, and formulas will NOT be given in the test booklet.Practice using them until you are comfortable with the termsand formulas.Read each problem carefully and work outthe answer on scrap paper or in your test booklet. Do notcalculate on your answer sheet.Most problems should be done by workingout the answer. This is more efficient than trying out theoptions to see which one fits the question. The only exceptionis when you are explicitly asked to look at the options, as in,“Which of the following is an odd number?”If the question is a word problem, it often ishelpful to express it as an equation. When you obtain ananswer, look at the choices listed. If your answer is includedamong the choices, mark it. If it is not, reread the questionand solve it again.The incorrect choices are often answers thatpeople get if they misread the question or make commoncomputational errors. For this reason, it is unwise to solve aproblem in your head while looking at the possible choices. Itis too easy to be attracted to a wrong choice.If your answer is not among the answerchoices, write your answer in a different form. For example,10(x 2) is equivalent to 10x 20.You may draw figures or diagrams forquestions that do not have them.Some questions ask you to combine a series ofsimple steps. Take one step at a time, using what you knowand what the question tells you to do.The sample tests in this handbook are Grade8 forms. If you are taking the Grade 9 test, work the problemson pages 108-110 as well. These problems cover topics thatare introduced in the Common Core for Grade 8.28

Specific StrategiesMathematicsExample 6 Example 8 4(x 2 2) # 16What is the solution to the inequality shown above?A. x $ 6B. x $ 2C. x # 2D. x $ 6E. x # 2 In Example 6, 4(x 2 2) # 16Divide both sides by 4, remembering to change thedirection of the sign since both sides are divided by anegative number.x 2 2 $ 4x $ 2What is the greatest common factor of 98 and 42?A. 2B. 3C. 6D. 7E. 14In Example 8, first find the prime factorizations of98 and 42:98 5 2 • 7 • 742 5 2 • 3 • 7Next, find the prime numbers that are in both primefactorizations (2 and 7). The product of those primefactors is the greatest common factor (2 • 7 5 14)M00-101Example 7Example 9(9th Grade item)The measures of the angles of a triangle are in theratio 1:2:3. What is the measure of the largest angle?F. 308G. 608H. 908J. 1508K. 1808In Example 7, let x equal the smallest angle of thetriangle. Then, the three angles are x, 2x, and 3x.The sum of the angles of a triangle is 1808. Set up anequation using this to find x:x 1 2x 1 3x 5 1806x 5 180x 5 30Since the question asks for the measure of the largestangle, 3x 5 3(30) 5 908.3 cmx cm2 cm4 cmIn the figure above, what is the value of x?F. 6 cmG. __5 2 ​cmH. __4 3 ​cmJ. 2 cmK. 6 cmIn Example 9, the two triangles are similar, so setup a proportion to solve for x:______ x 1 43 ​5 __ 4 2 ​x 1 4 5 6x 5 2Taking the Sample TestsNow you are ready to try sample test Form A. Begin by carefully reading the Directions on pages 30 and 31 and filling outside 1 of the Answer Sheet on page 32. For Form A, use side 2 of the Answer Sheet (page 33). When you are ready for FormB, use the Answer Sheet on page 71. You may tear out pages 33 and 71 to make it easier to mark your answers.If you are taking the Grade 9 test, work the problems on pages 108-110 as well.29

Grade 8ANew York City Public Schools2015 Specialized High SchoolsAdmissions TestIdentifying InformationTurn to Side 1 of the answer sheet. Line 1 says, “I amwell enough to take this test and complete it. I understandthat once I break the seal of the test booklet, I willnot be eligible for a make-up test. I am a New York Cityresident and a Grade 8 student taking a Grade 8 test.I understand that a student who is not a New York Cityresident, who takes the test more than once in a givenschool year, or who takes the test at the wrong gradelevel will be disqualified from acceptance to any of thespecialized high schools.” Sign your name in the spacefollowing the word “signature.” Do not print your name.Notify the proctor immediately if you are ill orshould not be taking this test. Do not sign thestatement or begin the test. Return your answersheet to the proctor.On Line 2, print today’s date, using the numbers of themonth, the day, and the year. On Line 3, print your birthdate with the number of the month first, then the numberof the day, then the last two digits of the year. Forexample, a birth date of March 1, 2001, would be 3-1-01.In Grid 4, print the letters of your first name, or as manyas will fit, in the boxes. Write your name exactly as youdid on the application. If you have a middle initial, print itin the box labeled “MI.” Then print your last name, or asmuch as will fit, in the boxes provided. Below eachbox, fill in the circle that contains the same letter as thebox. If there is a space in your name, or a hyphen, fill inthe circle under the appropriate blank or hyphen.Make dark marks that completely fill the circles.If you change a mark, be sure to erase the first markcompletely.Grid 5 is for your choice of specialized high schools.If Grid 5 is not marked correctly, your admission to aspecialized high school will be affected because youradmission is based on the score you attain and theorder in which you rank your school preferences. Theschool choices indicated on your answer sheet are final.Therefore, carefully copy the order in which you rankedthe schools on your admission ticket onto Grid 5.General DirectionsFill in one and only one circle for each school forwhich you wish to be considered. You may makeas few as one or as many as eight choices. To increaseyour chances of being assigned to one of the specializedhigh schools, you are encouraged to make more than onechoice. You must fill in a first choice school. Do not fillin a school more than once. Do not fill in the same schoolfor each choice. Fill in only one circle in a row and onlyone circle in a column.Grid 6 is labeled “BOOKLET LETTER AND NUMBER.”In most cases, Grid 6 is already filled in for you. If it isnot, copy the letter and numbers shown in the upperrightcorner of your test booklet into the boxes. Beloweach box, fill in the circle containing the same letter ornumber as the box.For Grid 7:1. Print the name of the school where you are nowenrolled in the space at the top of the grid.2. In the boxes marked “SCHOOL CODE,” print the sixdigitcode that identifies your school and fill in thecircle under the corresponding number or letter foreach digit of the school code. (You can find your schoolcode on your Test Ticket. If it is not there, you or theproctor should look in the Feeder School List under theborough in which your school is located to find the codefor your school.)3. If you attend a private or parochial school, fill inthe circle marked “P”.Grid 8 asks for your date of birth. Print the first threeletters of the month in the first box, the number of theday in the next box, and the year in the last box. Thenfill in the corresponding circles.DO NOT OPEN THIS BOOKLETUNTIL YOU ARE TOLD TO DO SOTURN YOUR BOOKLET OVER TO THE BACK COVER30

General Directions, continuedGrid 9 is labeled “STUDENT ID NUMBER.” All SHSATtest-takers should write their student ID number in Grid9. The student ID number is found on your Test Ticket.In the boxes, print your nine-digit student ID number.Below each box, fill in the circle containing the samenumber as in the box.Now review Side 1 to make sure you have completed alllines and grids correctly. Review each column to see thatthe filled-in circles correspond to the letters or numbersin the boxes above them.Turn your answer sheet to Side 2. Print your test bookletletter and numbers, and your name, first name first, inthe spaces provided.Marking Your AnswersBe sure to mark all your answers in the row of answercircles corresponding to the question number printedin the test booklet. Use a Number 2 pencil. If youchange an answer, be sure to erase it completely. Youmay write in your test booklet to solve verbal ormathematics problems, but your answers mustbe recorded on the answer sheet in order to becounted. Be careful to avoid making any stray pencilmarks on your answer sheet.Each question has only one correct answer. If youmark more than one circle in any answer row, thatquestion will be scored as incorrect. Select the bestanswer for each question. Your score is determined bythe number of questions you answered correctly. It isto your advantage to answer every question, eventhough you may not be certain which choice iscorrect. See the example of correct andincorrect answer marks belowSAMPLE ANSWER MARKS1 A B C D E RIGHT2 A B C D E WRONG3 A B C D E WRONG4 A B C D E WRONG5 A B C D E WRONGPlanning Your TimeYou have 150 minutes to complete the entire test.How you allot the time between the Verbal andMathematics sections is up to you. If you beginwith the Verbal section, you may go on to theMathematics section as soon as you are ready.Likewise, if you begin with the Mathematicssection, you may go on to the Verbal section assoon as you are ready. It is recommended that you donot spend more than 75 minutes on either section. If youcomplete the test before the allotted time (150 minutes) isover, you may go back to review questions ineither section.Work as rapidly as you can without making mistakes.Don’t spend too much time on a difficult question. Returnto it later if you have time.Students must remain for the entire test session.Example 1AADIRECTIONS: Solve the problem. Find the best answeramong the answer choices given.E1. If four ice cream cones cost $2.00, how much willthree ice cream cones cost?A. $0.50B. $1.00C. $1.25D. $1.50E. $1.75EXAMPLE ANSWERE1. A B C D EDO NOT OPEN THIS BOOKLET UNTILYOU ARE TOLD TO DO SOCopyright © 2015 NCS Pearson, Inc. All rights reserved. Printed in the U.S.A.31

Sample Test, Form APart 1 — VerbalSuggested Time — 75 Minutes45 QUESTIONSScrambled ParagraphsPARAGRAPHS 1-5DIRECTIONS: In this section, arrange each group of sentences to create the best paragraph. The firstsentence for each paragraph is given; the remaining five sentences are listed in random order. Choosethe order for these five sentences that will create the best paragraph, one that is well-organized, logical,and grammatically correct. Each correctly ordered paragraph is worth double the value of a questionin any other section of the test. No credit will be given for responses that are only partially correct.To keep track of your sentence order, use the blanks to the left of the sentences. For example, write “2”next to the sentence you think follows the first sentence, write “3” next to the sentence you think follows“2,” and so on. You may change these numbers if you decide on a different order. When you are satisfiedwith your sentence order, mark your choices on your answer sheet.Paragraph 1Some traditional households in sub-Saharan Africa serve two meals a day, one at noon and theother in the evening._______ Q. African food can be very spicy, and the starch cools the burning effect of the main dish._______ R. The starch serves another purpose as well._______ S. Diners then use the starch to scoop up a portion of the main dish._______ T. A typical meal consists of a thick stew or soup as the main course, along with somesort of starch—bread, rice, or fufu, a starchy grain paste similar in consistency tomashed potatoes._______ U. The main dish is usually served on individual plates, and the starch is served on acommunal plate, from which diners break off a piece of bread or scoop rice or fufu intheir fingers.CONTINUE ON TO THE NEXT PAGE 1FORM A34

Paragraph 2In most dictionaries, the first meaning listed for “bluegrass” refers to a bluish-green grassfrequently grown in Kentucky; the second meaning usually refers to a type of country music.______ Q. You won’t hear that style at any of the dozens of traditional bluegrass festivals heldeach year across the United States.______ R. Included among the non-amplified strings will be guitars, banjos, mandolins, andfiddles, but never drums or accordions.______ S. If, on the other hand, either the instruments or the music is non-traditional, the musicmay be called “newgrass.”______ T. The traditional rapid-fire bluegrass sound that was Monroe’s trademark is played onnon-amplified stringed instruments and features free improvisation.______ U. The connection between those two meanings is a band called the Blue Grass Boys—named in honor of the state of Kentucky—whose leader, Bill Monroe, effectivelycreated this style of music.Paragraph 3Ancient people of the Mediterranean thought that volcanoes were caused by Vulcan, theRoman blacksmith god.______ Q. In the same park, Mauna Loa, at 28,000 feet above the ocean’s floor, is the largestactive volcano in the world.______ R. There are dozens of active and potentially active volcanoes within the UnitedStates, including Kilauea, the most active volcano in the world.______ S. Both of these are shield volcanoes, which means that they were formed as lavaflowed in all directions from a central vent to form low, gently sloping mountains.______ T. Volcanoes, which were named for Vulcan, are vents in the crust of the earth fromwhich molten lava and ash erupt.______ U. That volcano, located in Hawaii Volcanoes National Park, has been spewing lavasince 1983.CONTINUE ON TO THE NEXT PAGE 1FORM A35

Paragraph 4Macaws, a type of parrot found in South America, are among the largest and most beautiful birdsin the world.______ Q. Scientists believe that the birds may eat the clay in order to counteract poisonscontained in some of these fruit seeds.______ R. The birds do not appear to eat clay to satisfy hunger; they ingest it even when fruitseeds, their favorite foods, are available.______ S. Like many other parrot species, they are very intelligent as well, yet some of theirbehaviors have baffled scientists.______ T. This theory is supported by the fact that the birds eat more clay in the dry season,when less-poisonous food is scarce.______ U. For example, macaws regularly flock to riverbanks to eat the clay found in river mud.Paragraph 5The now- abandoned settlement of Nan Madol, located on a coral reef off the shore of theMicronesian island of Pohnpei, was built over a thousand years, beginning around a.d. 500.______ Q. The new building materials—some pieces were twenty feet long and weighednearly six tons—were transported to Pohnpei on rafts._______ R. The ancestors would build a great fire around a column, then pour cool seawateron it, causing it to split along natural fracture lines.______ S. Then they were placed in their present positions by means of hibiscus fiber ropesand the inclined trunks of coconut palm trees.______ T. The islanders say that their ancestors obtained the stone from quarries on anearby island, where large basalt columns were formed naturally by the cooling ofmolten lava.______ U. The structures of Nan Madol are remarkable for the sheer size of the stone “logs”or columns used to create the retaining walls of the offshore community, andanthropologists must rely on information provided by local people to learn howNan Madol was built.CONTINUE ON TO THE NEXT PAGE 1FORM A36

Logical ReasoningQUESTIONS 11-20DIRECTIONS: Read the information given and choose the best answer to each question. Base youranswer only on the information given.In a logical reasoning test, certain words must be read with caution. For example, “The red house isbetween the yellow and blue houses” does not necessarily mean “The red house is between and nextto the yellow and blue houses”; one or more other houses may separate the red house from the yellowhouse or from the blue house. This precaution also applies to words such as above, below, before, after,ahead of, and behind.11. A star named Quil is the center of four orbitingplanets, which are named Dorb, Needer,Sly, and Tyne. Each planet travels in a separateorbit, and each orbit is a circle. All fourorbits lie in one plane. The farther a planet isfrom Quil, the faster it travels.1) Planet Needer is closest to Quil.2) The orbit of planet Dorb is next to the orbitof Sly.3) The orbit of Sly is farthest from the orbit ofNeeder.Which planet travels fastest?A. NeederB. DorbC. SlyD. TyneE. Cannot be determined from theinformation given.12. If it is snowing, I cannot ride my bike. If it isdark, I cannot ride my bike.Based only on the information above, which ofthe following must be true?F. If I cannot ride my bike, then it must bedark.G. If I cannot ride my bike, then it must besnowing.H. I do not have a headlight on my bike.J. If I ride my bike, then it is not dark orsnowing.K. If it is snowing, then it must be dark.13. One prize was awarded each week in a threeweekcontest. The prizes were a trip to DisneyWorld, a big-screen television, and a computer.1) Luis, Michael, and Nadia each won adifferent prize.2) Michael did not win the computer.Which of the following pieces of additionalinformation makes it possible to determinewho won each prize?A. Michael won the free trip.B. Luis won the television.C. Luis won the computer.D. Nadia won the computer.E. Michael won the television.CONTINUE ON TO THE NEXT PAGE 1FORM A37

14. Five students used the telephone in the gymoffice at separate times on Wednesday.1) Steve used it earlier than Raymond.2) Elise used it earlier than Raymond,but later than Ahmed.3) Tiffany used it last.Who used the telephone first?F. SteveG. EliseH. AhmedJ. Either Elise or Ahmed, but it is notpossible to determine which one.K. Either Ahmed or Steve, but it is notpossible to determine which one.15. Five horses entered the stable, one at a time.1) Silver entered before Rainbow.2) Ebony entered before Rainbow, but afterAce.3) Thunder entered before Silver, but afterEbony.Which horse entered fourth?A. SilverB. RainbowC. EbonyD. ThunderE. Cannot be determined from theinformation given.16. When Soon Bae listens to music, she alsodances. Whenever she dances, she also sings.Based only on the information above, which ofthe following is a valid conclusion?F. When Soon Bae sings, then she is dancing.G. Soon Bae sings only when she is dancing.H. When Soon Bae listens to music, then sheis also singing.J. If Soon Bae is not listening to music, thenshe is not dancing.K. If Soon Bae is not dancing, then she is notsinging.Questions 17 and 18 refer to the followinginformation.In the code below, (1) each letter alwaysrepresents the same word, (2) each word isrepresented by only one letter, and (3) in anygiven sentence, the letters may or may not bepresented in the same order as the words.L S Q M T means“Sherbet is cold and sweet.”T Q V N R means“Chili is spicy and hot.”Q X W T L means“Lemonade is cold and tart.”P T M V means“Hot chocolate is sweet.”17. Which letter represents the word “and”?A. TB. LC. MD. QE. Cannot be determined from theinformation given.18. Which word is represented by the letter V?F. chiliG. spicyH. hotJ. sweetK. Cannot be determined from theinformation given.CONTINUE ON TO THE NEXT PAGE 1FORM A38

19. In a cartoon, four trolls stood in a line. Theirnames were Banto, Gretchen, Snowflake, andHolly. One had green eyes, another hadpurple ears, another had red teeth, andanother had white hair.1) The troll with red teeth was directly infront of Snowflake, who had white hair.2) Banto, who did not have green eyes, wasbehind Gretchen.3) Gretchen had purple ears.4) Snowflake was behind Holly.If the troll with green eyes stood behindGretchen, then what was Gretchen’s position?A. firstB. secondC. thirdD. fourthE. Cannot be determined from theinformation given.20. Most people in the Skydiving Club are notafraid of heights. Everyone in the SkydivingClub makes three parachute jumps a month.Based only on the information above, which ofthe following statements must be true?F. Skydivers are less afraid of heights thanare non-skydivers.G. A person must make three parachutejumps a month in order to join theSkydiving Club.H. Some people who are afraid of heightsmake three parachute jumps a month.J. Most people who are not afraid of heightsare in the Skydiving Club.K. Every skydiver makes at least oneparachute jump a month.CONTINUE ON TO THE NEXT PAGE 1FORM A39

ReadingQUESTIONS 21-50DIRECTIONS: Read each passage below and answer the questions following it. Base your answerson information contained only in the passage. You may reread a passage if you need to. Mark thebest answer for each question.5101520253035If you have ever watched someone fall onthe ice, you’ve seen slipperiness at work.But have you wondered what makes iceslippery, or why skates or skis glide acrossice so easily? The answer might seemobvious: ice is smooth. Yet smoothness initself does not explain slipperiness. Imagine,for example, skating on a smooth surface ofglass or sheet metal.Surprisingly, scientists do not fully understandwhy ice is slippery. Past explanationsof slipperiness have focused on friction andpressure. According to the friction theory,a skate blade rubs across the ice, causingfriction. The friction produces heat,melting the ice and creating a slippery,microscopically thin layer of water for theskate to glide on. The friction theory,however, cannot explain why ice is slipperyeven when someone stands completelymotionless, creating no friction.The pressure theory claims that pressurefrom a skate blade melts the ice surface,creating a slippery layer of water. Thewater refreezes when the pressure is lifted.Science textbooks typically cite thisexplanation, but many scientists disagree,claiming that the pressure effect is notgreat enough to melt the ice. Nor can thepressure theory explain why someone wearingflat-bottomed shoes—which have agreater surface area than skate blades andthus exert less pressure per square inch—can glide across the ice or even gosprawling.During the 1990s, another theory foundacceptance: the thin top layer of ice isliquid, or “liquid-like,” regardless of friction51015202530354045505560657075or pressure. This notion was first proposedmore than 150 years ago by physicistMichael Faraday. Faraday’s simple experimentillustrates this property: two ice cubesheld against each other will fuse together.This happens, Faraday explained, becauseliquid on the cubes’ surfaces froze solidwhen the surfaces made contact.Faraday’s hypothesis was overlooked, inpart because scientists did not have themeans to detect molecular structures.However, technological advances duringrecent decades allow scientists to measurethe thin layer on the surface of the ice. Forexample, in 1996, a chemist at LawrenceBerkeley Laboratory shot electrons at anice surface and recorded how theyrebounded. The data suggested that the icesurface remained “liquid-like,” even at temperaturesfar below freezing. Scientistsspeculate that water molecules on the icesurface are always in motion because thereis nothing above them to hold them inplace. The vibration creates a slipperylayer of molecules. According to this interpretationof the Lawrence BerkeleyLaboratory experiments, the moleculesmove only up and down; if they also movedside to side, they would constitute a trueliquid. Thus it could be said that people areskating on wildly vibrating molecules!The phenomenon of a slippery liquid-likesurface is not limited to ice, although ice isthe most common example. Lead crystalsand even diamond crystals, made of carbon,also show this property under certain temperatureand pressure conditions.4045505560657075FORM A40CONTINUE ON TO THE NEXT PAGE

21. Which of the following best tells what thispassage is about? A. theories about how people learn to skateB. how ice changes from a solid to a liquidC. answers to the question of what makes iceslipperyD. the discoveries of Michael FaradayE. the processes of freezing and melting22. What is the most likely reason that the authormentioned lead and diamond crystals in thelast paragraph? F. to point out that solids other than ice haveslippery surfacesG. to suggest that ice, lead, and diamonds arecomposed of the same materialsH. to cast doubt on Faraday’s theory ofslipperinessJ. to suggest that scientists shoot electronsat lead and diamond surfacesK. to suggest new uses for slipperysubstances23. According to Faraday, why do two ice cubesfuse when held together? A. Friction causes the ice to melt andrefreeze.B. The warmer ice cube melts the colder icecube.C. The liquid layers on their surfaces freeze.D. The vibrations of the molecules on theirsurfaces increase.E. Their surface areas are perfectly smooth.25. According to researchers at the LawrenceBerkeley Laboratory, why is the surface ofice “liquid-like” rather than “liquid”?A. because electrons rebound from the icesurfaceB. because the molecules vibrate only upand downC. because the ice surface is wetD. because the ice surface is slipperier thana liquid surfaceE. because the ice surface is frozen solid26. According to the passage, which of thefollowing undermines the friction theoryof slipperiness? F. a person wearing flat-bottomed shoesgliding across the iceG. two ice cubes fused togetherH. electrons bouncing off an ice surfaceJ. a person trying to skate on a sheet of glassor sheet metalK. a person slipping while standing immobileon iceCONTINUE ON TO THE NEXT PAGE24. What is the most likely reason that the authormentioned the 1996 experiment at LawrenceBerkeley Laboratory? F. to provide evidence about the surfaceof iceG. to illustrate the weaknesses of scientifictechnologyH. to show how Faraday tested his theoryJ. to suggest that the ice surface was solid,not liquidK. to explain why ice cubes freeze togetherFORM A41

51015202530354045When you eat an orange, your perceptionof its flavor comes from the combinationof its aroma and its taste. Taste buds, thesensory receptors on the tongue, conveyinformation to the brain about chemicals infood while the food dissolves in saliva. Thesense of smell comes into play when theolfactory nerve in the nasal passages senseseven very low concentrations of food chemicalsin gaseous form. The sense of smell hasa larger role in tasting flavors than mostpeople realize—that is, until they have astuffy nose and nothing tastes good.If taste and smell depend on our detection offood chemicals, one might expect that chemistswould be able to duplicate the flavorsof foods. In fact, a surprising number ofpopular food flavors can now be reproducedin the laboratory, and even more are on theway. Orange, perhaps the most popularflavor worldwide, has been reproduced successfully.So have some national favorites,including cashew (Latin America), paprika(Hungary), and fruit-flavored “Jamaica”(Mexico). Synthetic flavors are not limitedto flavoring food; they are also added tomouthwashes, toothpaste, beverages, andother consumer products.Only a small proportion of the chemicalcomponents occurring naturally in foodsactually contribute to their flavor. To identifythese critical components, scientistsuse a gas chromatograph to separate a foodinto its basic chemical constituents. Flavorexperts, called flavorists, then attempt toisolate those chemicals that are essential tothe distinctive flavor of a food. Mechanicaltechniques have been developed to capturethe aromas of food as it is being prepared—such as bread while it bakes—and distill theessential chemicals from these essences. Ifsuccessful, flavorists use their highly developedsenses of taste and smell to attemptto produce acceptable flavorings that arechemically identical to, but purer than,flavors that are naturally present in unprocessedfood.510152025303540455055606570Although American consumers claim towant “natural” flavors in their food, tastetests demonstrate that they often prefertheir synthetically produced counterparts.Artificial flavors tend to be stronger and lesssubtle than natural flavors. For example,many Americans prefer a soft drink createdwith artificial flavors, such as orange soda,over an “all-natural” soda flavored withreal oranges, which may taste weak in comparison.In fact, some flavorists worry thatconsumers will develop such a strong tastefor artificial flavors that natural flavorings,usually more expensive than their artificialcounterparts, will become scarce.Researchers have not always been successfulin their efforts to duplicate natural flavors.Some popular flavors, such as coffee, strawberry,and chocolate, have proven virtuallyimpossible to reproduce. The difficulty increating a flavor like chocolate, experts say,is its complexity—a mysterious combinationof sweet and bitter that excites the tastebuds in an unusual and satisfying way.27. Which of the following best tells what thispassage is about?A. how the sense of smell affects tasteB. the science of how taste buds workC. the analysis and creation of flavorsD. why some flavors cannot be reproducedE. the search for the perfect aroma28. What is the principal goal of the scientificresearch described in the third paragraph?F. to predict consumer taste preferencesG. to develop artificial foods with strongflavorsH. to monitor the use of artificial foodadditivesJ. to produce synthetic equivalents tonatural food flavorsK. to invent entirely new flavors 5055606570FORM A42CONTINUE ON TO THE NEXT PAGE

29. Which of the following is the most likelyreason that no good synthetic strawberryflavoring exists?A. People prefer the taste of oranges tostrawberries.B. The taste of strawberries is more complicatedthan most other flavors.C. The gas chromatograph has not yet beenused to analyze strawberries.D. Most people prefer artificial strawberryflavor to a natural flavor.E. Fruit flavors cannot be duplicatedsuccess fully. 30. Which of the following can be concluded aboutcollecting aromas during food preparation?F. The flavors of odorless foods can now beduplicated.G. Artificial flavors do not make food tastebetter.H. Certain chemical components of a food’sflavor are present in its odor.J. Uncooked food is more flavorful thancooked food.K. The flavor of a food is always improved bycooking it.32. According to the passage, some flavorists areconcerned by the fact that F. artificial flavors are more expensive toproduce than natural flavors.G. artificial flavors are not as healthy asnatural flavors.H. many people prefer bland food to tastyfood.J. every natural flavor has been duplicated.K. people may come to strongly prefer artificialflavors over natural flavors.CONTINUE ON TO THE NEXT PAGE31. What is the most likely reason that theauthor mentioned orange soda in the fourthparagraph?A. to give an example of a well-liked flavorthat has no natural counterpartB. to explain why artificial orange flavor hasnot yet been producedC. to describe how the aroma of oranges canbe used to help reproduce its flavorD. to demonstrate that consumers sometimesprefer flavor substitutes to the naturalflavors they mimicE. to give an example of a flavor you cannottaste without the sense of smell FORM A43

51015Mary Cassatt defied tradition, family, andpublic opinion to become one of the mostcelebrated artists of the United States.Born in 1845, the daughter of a wealthyPittsburgh banker, Cassatt spent severalyears of her childhood with her family inEurope. As she grew older, she gave up alife of ease to choose a path that at the timewas almost impossible for a woman tofollow. In 1861, while many of her friendswere entering the social world of the upperclasses, Cassatt was beginning her studiesat the Pennsylvania Academy of Fine Arts.After four years, however, she felt stifled bythe rigid curriculum. Against her father’swishes, she decided to return to Europe tostudy painting.51015505560Throughout her years in Europe, Cassattkept in touch with her wealthy friends inthe United States, introducing them toimpressionist art. Many of the excellentcollections of impressionist paintings in thiscountry are to a great extent the result ofher influence. As a woman and as anAmerican, Cassatt stood virtually aloneamong the impressionist painters. Sinceher death in 1926, the work of the“Impressionist from Pennsylvania” hasbeen avidly sought by collectors.33. Which of the following best tells what thispassage is about?505560202530354045Cassatt spent several years, mainly inFrance and Italy, immersing herself in theworks of great European painters of thepast. Finally, in 1872, she settled in Parispermanently. There, Cassatt came to admirethe work of the French Impression ists, agroup of “outsiders” that included Degas,Monet, and Renoir. Unlike mainstreamartists who produced the dark, polished,and detailed paintings favored by traditionalistsand critics, these artistic revolutionariesapplied pigment to the canvas in small dabsof pure color to achieve an illusion of light.Works painted in this manner presented notphotograph-like detail but a softer focus thatconveyed a highly personalized impression.This new movement inspired Cassatt.Discarding the traditional European style,she adopted the luminous tones of theimpressionists. Particularly interested inthe human figure, Cassatt began creatingpastels of groups of women—on outings inthe park, having tea, and so forth. In 1879,Edgar Degas invited her to exhibit with theimpressionists, and her paintings wereincluded in four of their next five shows.Cassatt and Degas admired each other’swork and a loyal friendship developed. Itwas Degas who first suggested the motherchildtheme that became the hallmark ofCassatt’s later work.202530354045A. the barriers faced by women artistsB. the mother-child theme in Cassatt’s workC. why Cassatt is considered an earlyfeministD. Cassatt’s development as an artistE. a brief history of impressionism34. Why did Cassatt leave the PennsylvaniaAcademy of Fine Arts?F. Her father wanted her to study in Europe.G. She felt the program there limited hercreativity.H. She did not want to enter Pittsburghsociety.J. She wanted to study with the FrenchImpressionists.K. She wished to rejoin her family.35. What prompted Cassatt to begin using themother-child theme in her work?A. It was an appropriate subject for a beginningartist.B. It was a favorite theme of great Europeanpainters of past centuries.C. It was suggested to her by another artist.D. It was a common theme in the late nineteenthcentury.E. It was favored by the critics.FORM A44CONTINUE ON TO THE NEXT PAGE

36. Which of the following best describes Cassattas a young woman, before 1865?F. interested in fashion and social standingG. an independent thinkerH. friend to many French ImpressionistsJ. a painter in the impressionist styleK. a successful artist in her own right37. How was Cassatt unusual among impressionistpainters?A. Her painting style created the illusion oflight.B. She was befriended by Degas.C. She managed to remain in the artisticmainstream of her day.D. Her paintings have gained in value andpopularity.E. She was an American woman.38. In what way does the writer suggest thatCassatt influenced art collections in theUnited States?F. She was an avid art collector in her ownright.G. She preferred to paint pastels of womenand children.H. She showed impressionist art to herwealthy American friends.J. She settled in Paris permanently.K. She exhibited regularly with theimpressionists.CONTINUE ON TO THE NEXT PAGEFORM A45

51015202530354045The African country of Zimbabwe took itsname from the Shona word meaning “stoneenclosures” or “venerated houses.” In fact,dozens of stone ruins are today scatteredthroughout Zimbabwe and other areas insoutheastern Africa. One of these ruins,known as “Great Zimbabwe,” was once afabled city that inspired tales thatcirculated throughout Europe. Where wasthis remarkable city, and who had built it?For centuries the mystery occupied theminds of explorers and treasure-seekers.The first reports to Europeans of GreatZimbabwe were spread a thousand yearsago by Arab traders sailing between theMiddle East and the east coast of Africa.They told of the fabulous wealth of amysterious stone city in the African interior.In their tales, that city became associatedwith their understanding of Middle Easternhistory—with the Queen of Sheba, KingSolomon, and his legendary gold mines,long since lost to the world. By thesixteenth century, Portuguese explorersregularly visited East Africa, searching for“King Solomon’s gold,” but they never foundGreat Zimbabwe. In 1552, a Portuguesehistorian, João de Barros, recorded a storytold by the Arabs about a city with a“square fortress of masonry within andwithout, built of stones of marvelous size,and there appears to be no mortar joiningthem.”In fact, Great Zimbabwe was a marvel. Inone area, a massive wall, over thirty feethigh and twenty feet thick, created a greatenclosure. Another area contained afortress-like series of walls, corridors, andsteps built into the bluff above. Throughoutthe city, each stone was precisely fitted tothe others without the use of mortar.In the 1870s, a German geologist, KarlMauch, was the first European to see GreatZimbabwe, by then in ruins. Mauchrealized that he had “rediscovered” thefabled city from de Barros’s story. Hejumped to the conclusion that GreatZimbabwe had been built by the Queen of5101520253035404550556065707580Sheba. British authorities sent a Britishjournalist, Richard Hall, to Great Zimbabweto investigate Mauch’s report. Archaeologywas still in its infancy, and Hall, convincedthat the structures had been built byancient people from the Middle East, dug upand discarded archaeological deposits thatwould have revealed much about the truehistory of Great Zimbabwe. Later Europeanexcavations destroyed even more valuableevidence.In the twentieth century, after excavatingareas that had not been disturbed, DavidRandall-MacIver, a Scottish Egyptologist,and Gertrude Caton-Thompson, an Englisharchaeologist, concluded that the ruins wereunmistakably African in origin. GreatZimbabwe was most likely built during thefourteenth or fifteenth century by theancestors of the present-day Shona people.Recent carbon-14 dating supports theirconclusion. Great Zimbabwe was once hometo an estimated 20,000 people, the center ofa great Shona kingdom. Wealthy Shonakings traded their ivory and gold in coastaltowns for other goods, thus accounting forthe discovery of beads and other foreignwares in the ruins.One mystery of Great Zimbabwe had beensolved. Another mystery remains: why wasthe settlement at Great Zimbabweabandoned, leaving the magnificent stonearchitecture to fall into ruins?39. Which of the following best tells what thispassage is about?A. a brief history of the nation of ZimbabweB. inaccuracies in the recording of AfricanhistoryC. a comparison of Great Zimbabwe withother African archaeological sitesD. the true story of the Great Zimbabwe ruinsE. how Karl Mauch discovered GreatZimbabwe50556065707580FORM A46CONTINUE ON TO THE NEXT PAGE

40. With which of the following statementsabout Richard Hall’s opinion regarding GreatZimbabwe would the author most likely agree?F. First impressions are generally accurate.G. Preconceptions can cloud a person’sjudgment.H. The history of a people can best be judgedby looking at its present culture.J. Advanced cultures developed first in theMiddle East, then spread to the rest of theworld.K. Much of Middle Eastern culture wasderived from the culture of the Shonapeople.41. What was “one mystery of Great Zimbabwe”(line 77) that had been solved?A. why foreign wares were found in the ruinsB. why the settlement was abandonedC. the source of the ivory and goldD. why it was not discovered by Europeansuntil the 1870sE. who had built it and when44. Which of the following best describes therelationship of Portuguese explorers to GreatZimbabwe?F. They searched for it but never found it.G. They told Arab traders where to find it.H. They found King Solomon’s mines butdidn’t realize it.J. They destroyed archaeological evidenceabout its history.K. They were responsible for itsabandonment.CONTINUE ON TO THE NEXT PAGE42. Which of the following statements about theShona people is best supported by thepassage?F. They no longer exist as a distinct group.G. They live along Africa’s East Coast.H. They are descendents of the people whobuilt Great Zimbabwe.J. They lived in the Middle East beforesettling in Africa.K. They were once ruled by King Solomonand the Queen of Sheba. 43. Which of the following best illustrates thestatement that “Archaeology was still in itsinfancy” (lines 51-52)?A. the stone buildings built without mortarB. the abandonment of Great ZimbabweC. the conclusions of David Randall-MacIverand Gertrude Caton-ThompsonD. the discovery of beads and other foreignmaterials at Great ZimbabweE. the excavations conducted by Richard HallFORM A47

51015202530354045Anyone who has watched TV news coverageof a hurricane has seen how destructivewind energy can be. But the power of thewind can also be put to constructive use.From sailboats to old-fashioned windmillsto the high-tech, modern wind machinescalled turbines, people have devised ways toharness wind energy for thousands of years.The first known attempt to use wind powerwas the sailboat. Ancient shipbuildersunderstood how to use forces like lift andmomentum, even if they could not explainthose forces scientifically. The principlesbehind sailing led to the development ofthe windmill. The first known windmillsoriginated in Persia, an area that is nowIran, as early as a.d. 500. They were createdto help with the demanding chores of grindinggrain and pumping water. By the tenthcentury, windmills were used throughoutcentral Asia; they were used in China asearly as the thirteenth century.In Europe, windmills came into widespreaduse during the twelfth century. As in otherparts of the world, they were used formilling grain and pumping water. Windmillsreplaced the water wheel, which was turnedby the movement of running water overpaddles mounted around a wheel. Thewindmill was more adaptable and efficientthan the water wheel and quickly becamepopular. For example, Holland, famousfor its windmills, used the machines topump seawater away from low-lying coastalbogs. This allowed the Dutch to reclaimlarge areas of land from the sea. Windmillseventually became sophisticated enough foruse in a broad range of work, from sawmillsand drainage pumping to processing goodssuch as dyes, tobacco, cocoa, and spices.510152025303540455055606570In the 1700s, as steam engines gained inpopularity, the use of wind machines formany types of work declined. However,windmills still played an essential role inpumping water on farms throughout theAmerican West and Midwest. Between 1850and 1970, over six million small windmillswere installed on American farms for wateringlivestock and meeting other water needs.In many remote areas even today, livestockproduction would be impossible without theuse of windmills to provide water.Beginning in the late nineteenth century,windmills were adapted to generateelectricity. During the 1930s and ’40s,thin-bladed windmills provided electricityfor hundreds of thousands of farms acrossthe United States. By the 1950s, however,power lines connected almost every householdin America to a central power source,such as a utility company. After that, therewas little need for wind turbines until theenergy crisis of the 1970s. At that time,interest in wind turbines was renewed dueto rising energy costs and concern aboutthe future availability of fossil fuels such asoil, coal, and natural gas. The last severaldecades have seen the development of“wind farms,” clusters of wind turbines thatgenerate electricity. Efficient, clean, andfairly inexpensive to operate, wind farmsmay prove to be as important in the futureas earlier windmills were in the past.45. Which of the following best tells what thispassage is about? P05-023BA. the destructive power of wind energyB. the ways people have harnessed windpower throughout historyC. reasons for developing wind farms togenerate electricityD. how windmills are used in the UnitedStatesE. the use of the windmill in the present day46. Where were the first known windmills built?F. Persia P05-024AG. North AmericaH. EuropeJ. ChinaK. Holland5055606570FORM A48CONTINUE ON TO THE NEXT PAGE 1

47. Which of the following best expresses theauthor’s opinion regarding the future use ofwind energy? P05-029DA. Wind farms will someday be the onlysource of electricity in the United States.B. Wind farms will not be successful in providinglarge amounts of electricity.C. Wind farming will eventually be replacedby new energy sources.D. Wind farms will become an importantsource of electricity in the United States.E. Wind farming will become more expensiveas more consumers switch to using it.48. The adaptation of old-fashioned waterpumpingwindmills into wind turbines thatgenerate electricity illustrates P05-030EF. that modern technology is no improvementover ancient technology.G. the inability of people to generate a betteridea.H. how wind power has helped to reclaim landfrom the sea.J. that water cannot be used to generateelectricity.K. the ability of people to think creatively.50. According to the passage, how did windmillsaid the growth of the country of Holland?F. Windmills helped Dutch shipbuilders usethe forces of lift and momentum.G. By pumping seawater out, the Dutchturned bogs into usable land.H. Windmills made the country of Hollandfamous.J. By pumping seawater, the Dutch floodedcoastal bogs in order to improve shiptravel.K. In Holland, windmills led to the use ofwater wheels. P05-027BCONTINUE ON TO THE NEXT PAGE 149. Why were fewer American farms dependent onwindmills for electrical power after the 1950s? A. Windmills were not used for any purposeafter that time.B. The energy crisis had prompted interestin other fuel sources.C. The energy crisis had stopped the developmentof wind turbines.D. A centralized power system had connectedalmost all American homes.E. Wind farms had replaced the need forindividual windmills. P05-025DFORM A49

Part 2 — MathematicsSuggested Time — 75 Minutes50 QUESTIONSGeneral InstructionsSolve each problem. Select the best answer from the choices given. Mark the letter of your answer on theanswer sheet. You can do your figuring in the test booklet or on paper provided by the proctor. DO NOTMAKE ANY MARKS ON YOUR ANSWER SHEET OTHER THAN FILLING IN YOUR ANSWERCHOICES.Important Notes:(1) Formulas and definitions of mathematical terms and symbols are not provided.(2) Diagrams other than graphs are not necessarily drawn to scale. Do not assume any relationshipin a diagram unless it is specifically stated or can be figured out from the information given.(3) Assume that a diagram is in one plane unless the problem specifically states that it is not.(4) Graphs are drawn to scale. Unless stated otherwise, you can assume relationships according toappearance. For example, (on a graph) lines that appear to be parallel can be assumed to beparallel; likewise for concurrent lines, straight lines, collinear points, right angles, etc.(5) Reduce all fractions to lowest terms.51. 100(2 0.1) 2 100 A. 101B. 141C. 200D. 301E. 34154. 3.99 4 1.5 5F. 0.266G. 0.267H. 2.0J. 2.66K. 2.67 M89-468C52. If __ 4 5 ​of P is 48, what is __ 3 ​of P?5F. 12G. 15H. 20J. 36K. 6053. If ​ __ a​5 2 and a 5 8, what is the valuebof 3b 1 a 2 ?A. 28B. 70C. 76D. 88E. 112 55.P Q r• • •– 8 – 6 – 4 – 2 0 2 4 6 8How many units is it from the midpoint ofPQ to the midpoint of QR?A. 12B. 14C. 16D. 18E. 10CONTINUE ON TO THE NEXT PAGE 1FORM A50

M89-0658D56. Jack scored a mean of 15 points per game inhis first 3 basketball games. In his 4th game,he scored 27 points. What was Jack’s meanscore for the 4 games?F. 15G. 16H. 17J. 18K. 2157. If 0.00102 ​____102 ​, what is the value of N?NA. 10,000B. 100,000C. 1,000,000D. 100,000,000E. 1,000,000,00058. Judy is n years older than Carmen and twiceas old as Frances. If Frances is 15, how old isCarmen?F. 30G. 15 nH. 15 2nJ. 15 nK. 30 n59. 1 sind 5.6 ricks1 sind 12.88 daltsUsing the conversions above, how many daltsare equivalent to 1 rick?A. 0.43 daltsB. 2.3 daltsC. 7.28 daltsD. 18.48 daltsE. 72.128 dalts60.61.How PeoPle geT ToworK in cenTer ciTyBicycle 4%car Pool15%walk 22%Drive Alone 49%Bus10%Total number of peopleworking in center city = 15,000How many more people in Center City walkto work than ride their bicycles to work?F. 18G. 22H. 2,700J. 2,800K. 3,000M99-132AR(a, b)5 • S• •Oy(c, d)TV•• WThe figure above is drawn to scale. Whichpoint best shows the location of (c 1 a, d 1 b)?A. RB. SC. TD. VE. W5x62. On a scale drawing, a distance of 1 foot isrepresented by a segment 0.25 inch in length.How long must a segment on the scaledrawing be to represent a 36-inch distance?F. 220.25 in.G. 220.75 in.H. 223 in.J. 229 in.K. 144 in.FORM A 51CONTINUE ON TO THE NEXT PAGE 1

63. What is the greatest common factor of 2,205and 3,675?A. 147B. 245C. 441D. 735E. 1,22564. The set P consists of all prime numbersgreater than 6 and less than 36. What isthe median of the numbers in P?F. 17G. 17.75H. 18J. 18.75K. 1965. Ms. Grant’s car gets between 20 and 22 milesper gallon, inclusive. The gasoline she usescosts between $4.20 and $4.50 per gallon,inclusive. What is the greatest amountMs. Grant will spend on gasoline to drive hercar 200 miles?A. $37.27B. $40.90C. $42.00D. $45.00E. $99.0066. A group of mountain climbers started the dayat an elevation of 125 feet below sea level. Atthe end of the day, they camped at 5,348 feetabove sea level. What was the climbers’elevation gain for the day?F. 5,223 ftG. 5,373 ftH. 5,377 ftJ. 5,463 ftK. 5,473 ft67. What is the solution to _____ 0.210.33 ​ _____ ​ x1.10 ​?A. 0.07B. 0.67C. 0.70D. 6.70E. 7.0068. There are 45 eighth graders and 20 seventhgraders in a school club. The president of thisclub wants 40% of the club’s members to beseventh graders. How many more seventhgraders must join the club in order to meet thepresident’s wishes? (Assume that the numberof eighth graders remains the same.)69.F. 6G. 7H. 8J. 10K. 27M84-069P r– 6 – 4 – 2 0 2 4 6Point Q is to be placed on the number lineone-third of the way from point R to point P.What number will be at the midpoint ofsegment ___PQ​? ​ A. 2B. 1C. 0D. 2 1E. 2 270. How many different two-digit numbers can beformed from the digits 7, 8, 9 if the numbersmust be even and no digit can be repeated?F. 0G. 1H. 2J. 3K. 671. How many integers are between 5 2and 20 3?A. 3B. 4C. 5D. 10E. 15CONTINUE ON TO THE NEXT PAGE 1FORM A52

72.MJ75KL120120NIn the figure above, JwKwLw, MwKwNw, NwPwQw, andLwPwRw are straight line segments. What isthe value of x?F. 25G. 45H. 50J. 60K. 7573. A roofing contractor uses shingles at a rateof 3 bundles for each 96 square feet of roofcovered. At this rate, how many bundles willhe need to cover a roof that is 416 square feet?74.A. 5B. 12C. 13D. 14E. 15xPyxQR75. Three gallons of gasoline are needed to drive65 miles. At this rate, how many gallons areneeded to drive m miles?A. ​ ___ 365 ​ gal.B. ​ ____ 3m65 ​ gal.C. 3m gal.D. ​ ___ 653 ​ gal.E. ​ _____ 65m3 ​ gal.76. 8:54 a.m.9:12 a.m.9:24 a.m.10:24 a.m.11:18 a.m.Light A flashes every 12 minutes, and light Bflashes every 18 minutes. The two lights flashat the same time at 8:00 a.m. At how many ofthe times listed above will they again bothflash at the same time?F. 1G. 2H. 3J. 4K. 5wzCONTINUE ON TO THE NEXT PAGE 1Figure WXYZ above is composed of 6 congruentrectangular panels. The area of figure WXYZis 54 square centimeters. What is theperimeter of figure WXYZ in centimeters?F. 24 cmG. 30 cmH. 36 cmJ. 45 cmK. 50 cmFORM A53

77.regular Price. . . . . . . . . . $2.49Discount . . . . . . . . . . . . − $0.60Sale Price. . . . . . . . . . . . . $1.896% Tax. . . . . . . . . . . . . . . . $0.15Total. . . . . . . . . . . . . . . . . . $2.04Nikolai bought a packet of pens. His receiptis shown above. Assume that sales tax isrounded to the nearest cent. If the 6% salestax had been computed on the sale priceinstead of on the regular price, how muchlower would the tax have been?A. $0.01B. $0.02C. $0.03D. $0.04E. $0.36M07-074c79. Jack and Roberto were assigned to guard atower. Each was to watch for 5 hours, thenrest 5 hours while the other watched. IfRoberto began his first watch at 6:00 p.m.,at what time will he begin his third watch?A. 11:00 p.m.B. 14:00 a.m.C. 19:00 a.m.D. 17:00 p.m.E. 12:00 p.m.80. If Crystal multiplies her age by 3 and thenadds 2, she will get a number equal to hermother’s age. If m is her mother’s age, whatis Crystal’s age in terms of m?F. __ 23 ​ mG. _______ ​m 2​3H. 3m 1 278.PeoPle Per VeHicle AT cHecKPoinTnumber ofPeople in theVehiclePercent ofVehiclesJ. ​ ___ m3 ​2 2K. ​ ___ 3m ​2 2M11-087D12345 or more40%35%15%7%3%A researcher recorded the number ofpeople in each vehicle that passed througha checkpoint. The table above shows thepercent distribution for the 420 vehicles thatpassed the checkpoint yesterday morning.How many of the 420 vehicles containedat least 3 people?81.P–20 30Points P and Q are points on the number lineabove, which is divided into equal sections.What is the value of PQ?A. 5B. 7C. 30D. 35E. 50 QF. 42G. 63H. 105J. 315K. 378CONTINUE ON TO THE NEXT PAGE 1FORM A54

M07-17682.relATionSHiP BeTween row A AnD row Brow A 1 2 3 4 5 6 7 8 9 10 11row B 1 1 2 2 3 3 4 4 5 5 6The table above shows two rows of integers,Row A and Row B, and the relationshipbetween them. Assume each row continues inthe pattern shown. When the number 111appears in Row A, what is the correspondingnumber that will appear in Row B?F. 55G. 56H. 57J. 59K. 6686. A box contains 11 marbles—7 red and4 green. Five of these marbles are removedat random. If the probability of drawing agreen marble is now 0.5, how many redmarbles were removed from the box?F. 1G. 2H. 3J. 4K. 587. Ryan must read 150 pages for school tomorrow.It took him 30 minutes to read the first 20 ofthe assigned pages. At this rate, how muchadditional time will it take him to finishthe reading?83. A certain insect has a mass of 75 milligrams.What is the insect’s mass in grams?84.A. 0.075 gB. 0.75 gC. 7.5 gD. 75 gE. 7,500 gA– 8 – 6 – 4 – 2M05-098BBc0 2 4 6 8On the number line above, A is located at – 8,B is located at 3, and C is located at 7. D (notshown) is the midpoint of AwBw, and E (notshown) is the midpoint of BwCw. What is themidpoint of DwEw?F. – 1.5G. 1.25H. 1.75J. 2.25K. 7.5.85. A video game originally priced at $44.50 wason sale for 10% off. Julian received a 20%employee discount applied to the sale price.How much did Julian pay for the video game?(Assume that there is no tax.)A. $31.15B. $32.04C. $35.60D. $40.05E. $43.61A. 1​2__3 ​ hrB. 2​1__6 ​ hrC. 3​1__4 ​ hrD. 3​3__4 ​ hrE. 7​1__2 ​ hr88. In how many different ways can you makeexactly $0.75 using only nickels, dimes, andquarters, if you must have at least one of eachcoin?F. 2G. 4H. 6J. 7K. 1289. A cylindrical oil drum can hold 4,320 literswhen it is completely full. Currently, thedrum is ​1__ ​full of oil. How many kiloliters (kL)3of oil need to be added to fill the drumcompletely?A. 1.44 kLB. 2.88 kLC. 4.32 kLD. 14.40 kLE. 28.80 kLFORM A 55CONTINUE ON TO THE NEXT PAGE 1

M07-197B92. Set R contains all integers from 10 to 125,90.E. ___ 3y x__​+ 4 3 inclusive, and Set T contains all integers from82 to 174, inclusive. How many integers areincluded in R, but not in T?6 ftF. 23G. 48H. 492 ft 4 ft 2 ftJ. 71K. 72The end of a tent has a trapezoidal crosssectionas shown above. What is the depth (d) 93. If x can be any integer, what is the greatestof the tent if its volume is 216 cubic feet?possible value of the expression 1 2 x 2 ?A.F. 41__12 ​ftB. 0C. 1G. 6 ftD. 2H. 61__2 ​ftE. InfinityJ. 7 ft94. A recent survey asked students what petsK. 8 ft they have. Based on the results, the followingstatements are all true:23 students have dogs.91. Ang has x dollars in his savings account,20 students have cats.and Julia has y dollars in her savings3 students have both dogs and cats.5 students have no cats or dogs.account. Ang gives Julia 1__ ​of the money in3 How many students were surveyed?his savings account, which Julia depositsF. 40into her savings account. Julia then spendsG. 421__ ​of the total in her savings account.H. 454J. 46Express the amount of money Julia spentK. 51in terms of x and y.A.y__4 ​+ x12 ​B.y__ x__​+ 4 3CONTINUE ON TO THE NEXT PAGE 1C.y__ x__​+ 4 73yD. ___ x__​+ 4 4dFORM A56

​95.PriceS for AD SPAceSpace14page12 pagefull pagePrice$200$350$600The table above shows prices for newspaperadvertising. A store purchased quarter pages,half pages, and full pages of space in equalnumbers for a total of $11,500. What is thetotal amount of page space the storepurchased?A. 13__4 ​pagesB. 10 pagesC. 161__2 ​pagesD. 171__4 ​pagesE. 171__2 ​pages98. A car travels at 4,400 feet per minute. If theradius of each tire on the car is one foot, howmany revolutions does one of these tires makein a single minute? (Use the approximation___ 22​ for .)7F. 700G. 1,925H. 13,828J. 15,400K. 27,657M04-199A99. Which number line below shows the solutionto the inequality 4 ​x __2 ​ 2?A.B.C.– 10 – 5 0 5 10– 10 – 5 0 5 10– 10 – 5 0 5 1096. A 90-gram mixture contains three items,X, Y, and Z. The ratio of the weights ofX and Y is 4:9, and the ratio of the weights ofY and Z is 9:5. If all of item Z were removed,what would be the new weight of the mixture?F. 60 gG. 65 gH. 70 gJ. 72 gK. 75 g97. (2p 1 8) 2 (5 1 3p) 5A. 3 2 pB. p 1 3C. 5p 2 3D. 5p 1 3E. 5p 1 13D.E.– 10 – 5 0 5 10– 10 – 5 0 5 10100. Nam worked on a job for 10 days. On each ofthe last 2 days, he worked 2 hours more thanthe mean number of hours he worked per dayduring the first 8 days. If he worked 69 hoursin all, how many hours did he work during thelast 2 days together?F. 8.5G. 10.5H. 13.0J. 15.0K. 17.0THIS IS THE END OF THE TEST. IF TIMEREMAINS, YOU MAY CHECK YOUR ANSWERS TOPART 2 AND PART 1. BE SURE THAT THERE ARENO STRAY MARKS, PARTIALLY FILLED ANSWERCIRCLES, OR INCOMPLETE ERASURES ON YOURANSWER SHEET. ■FORM A57

Sample Test – verbalExplanations of Correct Answers AFormScrambled ParagraphsParagraph 1 (TUSRQ)The daily meals mentioned in the opening sentence arefurther described in T—a main course (a thick stew) anda starch. U continues the distinction between the maindish and the starch. The main dish is served on individualplates, while diners take the starch from a sharedplate. S explains what the diners do with the starch—they scoop up a portion of the main dish. R says that thestarch serves another purpose–to cool the spicy taste ofthe main dish. (Q).Paragraph 2 (UTRSQ)The two definitions of “bluegrass” given in the openingsentence are connected by U, which introduces bluegrassmusic and its founder, Bill Monroe. The description ofMonroe’s traditional bluegrass sound, including itsinstruments, is in T. R mentions two instruments not ina bluegrass band. A bluegrass band that does not performtraditional music on traditional instruments ismentioned in S—“newgrass” music, a combination of thewords “new” and “bluegrass.” “Newgrass” is not heard attraditional bluegrass festivals (Q).Paragraph 3 (TRUQS)Either R or T could follow the given sentence. Try bothpossibilities and compare the results. When R followsthe opening sentence, it continues the discussion of volcanoes,including Kilauea. U follows R with its referenceto “that volcano,” referring to Kilauea, and describes itsactivity. U also names Hawaii Volcanoes National Park.“In the same park” (in Q) logically follows that reference.Q also mentions a second volcano, Mauna Loa. S mustfollow Q because it refers to two volcanoes (“Both of these. . . ”). The remaining sentence, T, ends the paragraph onan awkward note. The definition of the paragraph’s topic(volcanoes) appears after, not before, further discussion ofthe topic. RUQST is neither well-organized nor cohesive.For comparison, place T after the given sentence. Now,the given sentence is followed with another reference toVulcan, and the definition of a volcano appears early inthe paragraph. The logic and flow of thought that formedRUQS remain the same. TRUQS creates a well-organized,cohesive paragraph, and it is the correct answer.example of such behavior, eating clay in river mud. Whydo they eat mud? Not to satisfy their hunger, accordingto R. Q follows with a theory to explain the behavior:macaws ingest the clay to counteract toxins found in thefruit seeds they have eaten. T provides further evidenceto support the theory.Paragraph 5 (UTRQS)The given sentence introduces the topic, how an abandonedsettlement called Nan Madol was built. U followsbecause it refers to the “structures” of Nan Madol andcomments on the size of its stone columns. U also mentionsthat the local people told anthropologists about theconstruction of Nan Madol. The rest of the paragraphdescribes how the columns were quarried and transportedto the building site. The “local people” in U connectsto “the islanders” in T, which explains how the stone columnswere formed. Next, R describes how the columnswere split from the surrounding rock. Q explains howthe columns were transported to the site, and S describesthe placement of the columns in their present positions.Logical Reasoning11. (C) Draw a diagram with four spaces beside Quil,using the initials D, N, S, and T to represent the namesof the planets. Needer is closest to Quil (Statement 1),so write “N” in the first space. The orbit of planet Sly isfarthest from the orbit of Needer (Statement 3), so write“S” in the last space.Quil____ N ____ ____ ____ SWe can stop here. The question asks for the planet thattravels fastest, which is also the planet farthest fromQuil. That planet is Sly (Option C).12. (J) The problem says that either of two circumstances,snow or darkness, will prevent me from ridingmy bike. We do not know whether these are the onlytwo circumstances, because the information given doesnot say so. Therefore, you can rule out Options F and G.Option H is not mentioned, and K incorrectly combinestwo pieces of information. J is correct. If I ride my bike,then it is not snowing; otherwise I cannot ride my bike.Nor is it dark; if it was, I cannot ride my bike.Paragraph 4 (SURQT)The given sentence introduces macaws as large, beautifulbirds. S is next, referring to an additional attributeof macaws, their intelligence, and claiming that somemacaw behaviors are not well understood. U gives an58

Sample Test – verbalExplanations of Correct Answers AForm13. (B) Draw a grid to illustrate who won each prize. An Xindicates that a person did not receive a prize. Accordingto Statement 2, Michael did not win the computer.Trip Television ComputerLuisMichaelXNadiawThe question asks which option makes it possible todetermine who won each prize, that is, to fill in the restof the grid. For each option, mark the information on thegrid. Are you able to determine who won each prize? Ifnot, erase the marks and evaluate the next option. Forexample, mark the information for Option A, and fill inX’s wherever you can.Trip Television ComputerLuisXMichael Yes X XNadiaXWe can't figure out who won the television set and thecomputer, so option A cannot be correct. Only Option Ballows us to determine who won each prize.Trip Television ComputerLuis X Yes XMichael Yes X XNadia X X Yes14. (K) The first student cannot be Raymond, Elise, orTiffany, because each of these students used the phoneafter someone else. The first caller must be eitherAhmed or Steve, but there is not enough information todetermine which one.15. (A) Write “BEFORE” on the left side of your scrappaper and "AFTER" on the right side. Using the initialfor each horse’s name, list what each statement saysabout the order of the horses entering the stable. Thesepositions are relative to each other. (The problem doesnot give any definite information about a horse’s exactposition.)BEFORE 1.) SR AFTER2.) AER3.) ETS16. (H) This question contains two conditional sentences.You can put them together like this: When Soon Bae listensto music, she is also dancing and singing.Music Dancing SingingThe arrows indicate the direction of the condition. Noticethat the arrows point in only one direction, ruling outOption F. Music might not be the only thing that causesSoon Bae to dance and sing. Other factors, beside music,might lead to dancing and singing. Thus Options G, J, andK are not valid. The only valid conclusion is Option H.17. and 18. Read the directions carefully. The lettersin a sentence may or may not appear in the same orderas the words in that sentence. For example, in the firstsentence, the first letter (L) may or may not represent thefirst word (sherbet). Remember that you need not find outwhat every letter represents in the code.17. (D) The word “and” appears in the first, second, andthird sentences of the code, but not in the fourth sentence.The letter that represents “and” must also appear in thefirst three sentences, but not in the fourth. The letterT (Option A) appears in all four sentences, so it cannotbe correct. The letters L and M (Options B and C) eachappear in only two sentences, so they are also incorrect.The letter Q appears in the first three sentences but notthe fourth. No other letters meet this requirement, soOption D is correct.18. (H) The letter V appears only in the second andfourth sentences. Find the word that also appearsonly in those sentences. Options F and G are incorrectbecause “chili” and “spicy” appear in the second sentence,but not the fourth. Option J, “sweet,” appears in the firstand fourth sentences, but not in the second sentence, soit can be ruled out. “Hot” is the only word that appearsin both the second and fourth sentences, and it is thecorrect answer.19. (A) This question requires you to match each trollwith a colorful characteristic, and put the trolls in order.Start by matching the trolls and their characteristics.Draw a grid like the one below. According to Statement1, Snowflake has white hair. According to Statement 3,Gretchen has purple ears. Statement 2 states that Bantodid not have green eyes, so Holly must have green eyes.This leaves Banto with red teeth. Now every troll’s characteristicis known.Now combine the information into one list: AETSR.Thus, the fourth horse was Silver (Option A).59

Sample Test – verbalExplanations of Correct Answers AFormTrollGreenEyesPurpleEarsRedTeethBanto no yesGretchenSnowflakeHollyyesyesWhiteHairyesNow, put the trolls in order. From Statements 1 and 2,we conclude that Banto was in front of Snowflake andbehind Gretchen. The question says that Holly (“greeneyes”) was behind Gretchen. Thus, every troll is behindGretchen, and Gretchen is first (Option A).20. (H) Read each option to determine whether it mustbe true. Option F is ruled out because the question doesnot mention non-sky-divers. The question does not statethe requirements for joining the Skydiving Club (OptionG), only for maintaining membership. Option H is correct;some people who are afraid of heights belong to theSkydiving Club, and these people make three jumps amonth. There is no support for Option J, and Option Kapplies to skydivers in general, not to members of theSkydiving Club.ReadingIce21. (C) The passage begins by asking why ice is slippery(lines 3-5) and reviews several theories of slipperiness:smoothness, friction, pressure, and Faraday’s theory.Option C, “answers to the question of what makes iceslippery,” summarizes the theme of the passage. OptionA is not mentioned, and Options B, D, and E are details,not the main idea.22. (F) Read the entire last paragraph. The writer says,“a slippery liquid-like surface is not limited to ice,” thenmentions lead and diamond crystals. The most likelyreason that the author mentions these crystals is to illustratethat solids other than ice have slippery surfaces,which is Option F. Option G cannot be correct becausethese crystals are not made of frozen water. The propertiesof lead and diamond crystals are not related toFaraday’s theory, ruling out Option H. Options J and Kare not mentioned in the passage.23. (C) Faraday’s experiment is described in the fourthparagraph. The liquid on the ice cubes’ surfaces frozesolid when the surfaces made contact (lines 45-46). Thisinformation is restated in the correct answer, Option C.Option A is incorrect because Faraday’s explanation doesnot include the concept of friction. Options B and D arenot supported by the passage. The “smoothness” explanationof slipperiness (Option E) was ruled out in the firstparagraph.24. (F) The experiment at Lawrence Berkeley Laboratoryis mentioned in lines 52-58. The data from this experimentsuggested that the ice surface remained “liquidlike,”creating a slippery layer of molecules on the icesurface. This conclusion is best summarized by OptionF. Option G is wrong because the experiment illustratedthe power, not the weaknesses, of scientific technology.Option H is impossible: the experiment was conductedlong after Faraday’s lifetime. Option J contradicts thescientists’ conclusion, and Option K refers to Faraday’sexperiment, not the Lawrence Berkeley Lab experiment.25. (B) The distinction between the two terms is madein lines 65-68. The surface of ice is liquid-like becausethe surface molecules move only up and down, which isOption B. Option A describes the result of the experiment,not the ice surface itself. Option C can be ruled outbecause “wet” and “liquid” are synonyms. Option D cannotbe evaluated—we do not know from the passage which isslipperier. Option E contradicts the passage, which saysthat the molecules on the ice surface are in motion.26. (K) The friction theory of slipperiness is explained inthe second paragraph, which concluded that the theorycannot explain why ice is slippery for someone whostands motionless, creating no friction. Something thata theory cannot explain can be said to weaken, or undermine,the theory. Option K, “a person slipping whilestanding immobile on ice,” is the best answer. Option Fundermines the pressure theory, not the friction theory,while Option J undermines the “smoothness” explanation.Options G and H neither support nor underminethe friction theory.Flavors27. (C) The answer to this question must be broadenough to encompass the main points, but not overlybroad. Options A and B are too broad—the passagementions some scientific aspects of taste and smell, butit concentrates on the development of synthetic flavors.Option C successfully incorporates the main topics—thescience of taste and smell, the duplication of many flavors,and the implications of synthetic flavors. Option Dis mentioned only in the last paragraph. Option E is notmentioned at all.60

Sample Test – verbalExplanations of Correct Answers AForm28. (J) The third paragraph describes a technique forseparating a food into its basic chemical constituents.Option J best summarizes the goal of this research.Options F, H, and K are not mentioned. Option G isincorrect because the researchers are developing artificialflavors, not artificial foods.29. (B) Lines 65-67 state that some flavors, includingstrawberry, are nearly impossible to duplicate. Thepassage says that chocolate flavor cannot be duplicatedbecause of its complexity. It is reasonable to infer thatstrawberry, like chocolate, is also more complex thanother natural flavors. Option B restates this inference.Options A and D may be true, but they do not answerthe question. Option C is unlikely, given that the use ofa gas chromatograph to duplicate flavors seems to be astandard procedure. Option E is contradicted by lines20-22.30. (H) The collection of aromas during food preparationis described in the third paragraph. For this kind of question,be sure to read every option to identify the one bestsupported by the passage. Option F is ruled out; odorlessfoods by definition do not have aromas. Options G and Jmight or might not be true, but the information in the passagedoes not support them one way or the other. OptionK cannot be concluded from the process as it is described.Option H is best. The odor of food as it is being preparedcan be captured to synthesize the food’s flavor.31. (D) Orange soda is mentioned in lines 54-58, followinga statement that some American consumers prefersynthetic flavors to natural flavors. Orange soda is mentionedas an example of this assertion, which is OptionD. Orange is a natural flavor, ruling out Option A, and ithas been successfully reproduced (lines 20-22), ruling outOption B. Orange soda is mentioned to compare naturaland artificial flavors, not to describe how orange flavoris reproduced, eliminating Option C. Option E does notanswer the question.32. (K) Some flavorists are concerned (“worry”) thatnatural flavorings will become scarce because many consumersprefer synthetic flavors (lines 58-62). Option Kexpresses this concern. Artificial flavors are less expensiveto produce than natural flavors (lines 60-62), contradictingOption F. Options G and H are not mentioned.Option J is contradicted by lines 63-64.Cassatt33. (D) The correct answer must encompass the mainpoints without being overly broad. Options A and B aredetails, not the main theme. Option E is too broad. Thepassage focuses on only one impressionist painter, MaryCassatt. Option C looks attractive, and while Cassatt isdepicted as an independent and confident woman, whichmight be considered traits of a feminist, that term is notused in the passage and requires an inference that is notsupported by the passage. Option D is best. The phrase“development as an artist” includes Cassatt’s background,education, artistic style, subject matter, and influence onthe art world.34. (G) The answer to this question is found directly inthe reading passage (lines 14-15). “Stifled” in this sensemeans repressed or held back. Option G restates thisidea. Option F is not true, and Option H does not explainwhy she left her studies. Cassatt had not yet decided tostudy with French Impressionists (Option J), so that cannotbe the reason. Option K is not mentioned.35. (C) The mother-child theme in Cassatt’s work is discussedin lines 45-48. It was first suggested by EdgarDegas, a fellow artist, which is Option C. The otheroptions are not mentioned in the passage.36. (G) The question asks for a description of Cassattbefore 1865. In 1865, she left the Pennsylvania Academyof Fine Arts to study in Europe. Option F cannot be correct;she was never interested in fashion and social standing.Options H, J, and K are descriptive of dates muchlater than 1865. Option G, “an independent thinker,” bestdescribes the young woman who left the social world ofthe upper classes and returned to Europe against herfather’s wishes.37. (E) This question requires you to read all of theoptions and choose the best one. Option A was true ofall impressionists, not just Cassatt. The passage providesno evidence that her friendship with Degas made herunusual (Option B). Option C is not true; by joining theimpressionists (called “outsiders” in line 24), she left, notremained in, the artistic mainstream of her day. Option Dis true of many artists, so it is not what made Cassattunusual. Option E is best. Lines 55-57 state, “As awoman and as an American, Cassatt stood virtually aloneamong the impressionist painters.” In other words, shewas unusual as a female American impressionist painter.61

Sample Test – verbalExplanations of Correct Answers AForm38. (H) Art collections in the United States are mentionedin the last paragraph. Cassatt introduced impressionistart from Europe to her wealthy American friends,thus influencing many of them to buy it. Option H bestsummarizes this idea. None of the other options explainhow Cassatt influenced art collections in the UnitedStates.Great Zimbabwe39. (D) You are asked to identify the general topic of thepassage. Options B and E refer to only parts of the passage.Option C is not mentioned at all. Option A is toobroad; most of the passage is about Great Zimbabwe, notthe nation of Zimbabwe. Option D, “the true story of theGreat Zimbabwe ruins,” is best.40. (G) The basis for the correct answer is found in severalplaces in the passage. First, find the section thatmentions Richard Hall’s opinion. Lines 52-54 state thatHall was “convinced that the structures had been builtby ancient people from the Middle East.” Later, Hall’sopinion was discredited by archaeologists who demonstratedthat Great Zimbabwe was African in origin (lines64-65). In other words, Hall’s opinion was inaccurate.All five options must be evaluated to find the option withwhich the passage’s author would most likely agree.Option F is not correct: Hall’s first impression was inaccurate.The author would not agree with Option H: thepresent culture of the Shona people is not illustrativeof their past. The author does not take any stand onwhether advanced cultures developed first in the MiddleEast, ruling out Option J, nor does the author claim thatMiddle Eastern culture was derived from Shona culture(Option K). The best answer is Option G. A preconceptionis an opinion formed in advance of actual knowledge,which perfectly describes Hall’s belief. Hall’s preconceptionhad clouded his judgment.41. (E) Read the entire last paragraph, which impliesthat discussion of “one mystery of Great Zimbabwe” hasjust been concluded, and the author is making a transitionto another mystery. The previous paragraph showedthat Great Zimbabwe was built by ancestors of the Shonapeople, not by people from the Middle East. Thus, themystery that had been solved was who had built GreatZimbabwe and when (Option E). Option A is incorrectbecause the mystery comprised much more than theforeign wares discovered in the ruins. Option B, “whythe settlement was abandoned,” has not been solved. Thesource of gold and ivory (Option C) and the reason thatEuropeans did not discover Great Zimbabwe until the1870s (Option D) are not presented as mysteries.42. (H) The Shona people are discussed in the fifthparagraph. Since the question is open-ended, we mustevaluate each option to find the best answer. The Shonapeople still exist as a distinct group (line 68), ruling outOption F. Shona kings traded their goods in coastaltowns (lines 72-74), implying that they lived in theAfrican interior, not the coast, eliminating Option G.Lines 65-68 state that Great Zimbabwe was most likelybuilt by ancestors of the present-day Shona people, whichsupports Option H. Options J and K confuse the historiesof the Shona people and ancient Middle Easternpeople. Option H is the best answer.43. (E) This statement implies that the field of archaeologywas new and immature in the 1870s. The statementis followed by descriptions of how early explorers, includingRichard Hall, discarded valuable archaeologicalmaterial. Thus, the “infancy” of archaeology is illustratedby Option E, “the excavations conducted by RichardHall.” Options A and B are events in Shona history, notthe history of archaeology, and Options C and D are referencesto more advanced stages of archaeology, not toits infancy.44. (F) Each option should be evaluated in turn. OptionF is correct; the Portuguese searched for Great Zimbabwebut never found it (lines 26-27). It is a good idea to readthe remaining options to be sure that none of them isbetter than Option F. Options G, H, and K are incorrectbecause the Portuguese never found Great Zimbabwe orKing Solomon’s mines. The destruction of archaeologicalevidence was committed by subsequent explorers, not thePortuguese, which rules out Option J. Option F is thebest answer.Wind Energy45. (B) Option A is mentioned only in the first paragraph,and it is not the main theme. Option B best summarizesthe passage: it describes how wind energy hasbeen used, from ancient sailboats to medieval windmillsto modern turbines. Option C is a detail. Options D andE are important points, but neither is the main theme.46. (F) The first known windmills originated in Persia(lines 15-17), which is Option F.62

Sample Test – verbalExplanations of Correct Answers AForm47. (D) The future use of wind energy is discussed in thelast paragraph. Options A, C, and E are never mentioned.Option D best conveys the author’s optimism that windfarms—“efficient, clean, and fairly inexpensive to operate”(lines 70-71)—will be a major source of electricity in thefuture. Option B is contradicted by the passage.48. (K) You are asked which option best illustrates thedevelopment of wind energy. In the passage, the authorfollowed the history of wind energy from old-fashionedwater-pumping windmills (lines 17-19) to thin-bladedwindmills (lines 55-58) to the development of wind farms(lines 67-70). Options F, G, and J are contradicted by thepassage. Option H is only one example in the history ofwind energy. Option K implies that the development fromsimpler into more complex machines illustrates humancreativity, and it is the best answer.49. (D) The need for windmills on farms before the1950s is discussed in lines 53-58. The next two sentencesexplain that the need decreased in the 1950s becausemost homes were connected to an electric utility andno longer depended on windmills for electrical power(Option D). Options A and C are contradicted by the passage.Option B incorrectly combines information in thepassage, and Option E overlooks the fact that wind turbinesare windmills, and thus did not replace windmills.50. (G) The country of Holland (lines 32-36) used windmillsto pump seawater away from bogs and reclaimlarge areas of land (Option G). Dutch shipbuilding is notmentioned, ruling out Option F. Although Holland wasfamous for its windmills, their fame did not aid the country'sdevelopments, eliminating Option H. Options J andK are contradicted by the passage.63

​​​Sample Test – mathematicsExplanations of Correct Answers AForm51. (E) 100(2 1 0.1) 2 2 100____ 10257. (B) 0.00102 ​5 100(2.1) 2 N ​2 1005 100(4.41) 2 100________ 100,0005 441 2 100100,000 ​• (0.00102) ​ ____ 102N ​5 341_________ 102100,000 ​ ​ ____ 102N ​52. (J) ​__4 5 ​ P 48N 100,000​1 __5 ​ P ​ ___ 484 ​ 1258. (F) Since Frances’ age (F) is given, use thatinformation to find Judy’s age (J):​3 __ ​ P 12 • 3 36J 2F 2 • 15 305So, Judy is 30 years old. Now, use thatinformation to calculate Carmen’s age (C):53. (C) First, use the given information to calculate thevalue of b:C n JC n 30​a __b ​ 5 2 ​ __ 8b ​ 5 2 8 = 2b 4 = bC 30 – nNow, calculate 3b 1 a 2 by substituting59. (B) Since 5.6 ricks and 12.88 dalts are both equala 5 8 and b = 4:to 1 sind, then 5.6 ricks 12.88 dalts. To3(4) 1 (8) 2 5 12 1 64 5 76calculate the number of dalts (d) in 1 rick, setup a proportion:54. (J) Multiply the numerator and denominator by 100​______5.6to eliminate the decimals:12.88 ​ 5 ​ __ 1d ​3.99 4 1.5 55.6d 12.88_____ 3.99(1.5 ​ ____)(​ 100100 ​ ) = ​____399150 ​= ​133 ____ ​= ​266 ____d 2.3​= 2.6650 100Note: You could also solve this equation using 60. (H) According to the chart, 22% of people walk tolong-division.work and 4% ride a bicycle. Subtract to findthe percentage of how many more people walkthan bicycle:55. (C) To calculate the midpoint of a segment, add thevalues of the two endpoints and divide by 2:22% 4% 18%Midpoint of ___​ PQ​ ​ _________ 2 ( 6) ​ 2To find the exact number of people, multiply2Midpoint of ___18% (0.18) by the number of people working in​ QR​ ​ ______ 6 22 ​ 4Center City (15,000):15,000 • 0.18 2,700To find how many units from one midpoint tothe other, subtract the midpoint values:4 – ( 61. (A) Since the figure is drawn to scale, use the values2) 6from the grid to solve:(c, d) (1, 3) and (a, b) ( 2, 1)56. (J) Since Jack scored a mean of 15 points perThen, c a 1 ( 2) 1, andgame in each of the first 3 games, he must haveearned a total of 45 points for the first threed b 3 1 4.games by definition. Use that information toThe point ( 1, 4) is point R on the graph.calculate the mean over the four games:_______ 45 1 27 72​ 5 ​ ___4 4 ​ 5 1864

​​​Sample Test – mathematicsExplanations of Correct Answers AForm62. (G) The scale is 1 foot 0.25 inch. Since the restof the question is in inches, change the scaleconversion into inches: 1 foot is equal to12 inches, so 12 inches 0.25 inch.Next, set up a proportion, where x representsthe scale inches for a distance of 36 inches:_____ 120.25 ​ 5 ​ ___ 36x ​12x 36(0.25)12x 9x ​ ___ 912 ​ 5 ​ __ 3​ 5 0.75 in.463. (D) First, find the prime factorization of eachnumber:2,205 3 • 3 • 5 • 7 • 73,675 3 • 5 • 5 • 7 • 7Now, determine what each prime factorizationhas in common, and multiply those:2,205 3 • (3 • 5 • 7 • 7) 3 • 7353,675 5 • (3 • 5 • 7 • 7) 5 • 735The greatest common factor is 735.64. (H) List in order the prime numbers between 6and 36: 7, 11, 13, 17, 19, 23, 29, and 31. Sincethere are 8 numbers, find the middle two andcalculate the mean to find the median of allthe numbers. The middle two are 17 and 19.The mean is ​________17 19​ 18.265. (D) The car gets between 20 and 22 miles per gallon.Ms. Grant would use the most gas if thecar gets only 20 miles per gallon, so use thisvalue. Then, use $4.50 (the highest possibleprice per gallon) to determine the greatestamount of money she will spend:200 miles 4 20 miles per gallon 5 10 gallons of gas10 gallons • $4.50 5 $45.0067. (C) To eliminate the decimals in this equation,multiply the numerators and denominators by100:_____ 0.21(0.33 ​ ____ 100)(100 ​ ) 5 _____ x(​1.10 ​ ____ 100)(100 ​ )___ 2133 ​ 5 ​ _____ 100x110 ​x 5 ____ 110(100 ​ ___ 21)(33 ​ ) 5 ​ _____ 70100 ​ 5 0.7068. (J) Let x be the number of seventh grade studentsthat must join to meet the president’s wishes.There are 65 students currently in the club.The percentage of seventh graders is calculatedby dividing the number of seventh gradersby the total number of students in the club.Using the president’s desired percentage of40% (0.40), the equation is:_______ 20 x65 x ​ 0.4020 x (0.40)(65 x)20 x 26 0.40x0.60x 6x 1069. (E) First, find the length of ___​ PR​: 4 – ( 5) 5 9 unitsPoint Q is located ​__1 ​of the way from R to P, so3calculate where that point would be:9 3 ​1__ ​5 3 units3So, point Q is located at 4 2 3 5 1. Finally,calculate the midpoint of ___​ PQ​:Midpoint PQ = ​ ______ 5 1 12 ​ 5 270. (H) The two-digit numbers must be even, so theonly possible two-digit numbers must endin 8, since 8 is the only even digit given inthe problem. Since the numbers cannot berepeated, the only possibilities for two-digiteven numbers are 78 and 98. Thus, theanswer is two possible two-digit numbers.66. (K) The climbers started at 125 feet below sealevel, which can be expressed as 125. Theystopped at 5,348 feet above sea level, which isexpressed as a positive number. The elevationgain for the day is 5,348 – ( 125) = 5,473 feet.65

​Sample Test – mathematicsExplanations of Correct Answers AForm71. (B) First, change the improper fractions intomixed numbers:​5__2 ​ 2​ 1__ ​ and ​20 ___2 3 ​ 6​ 2__3 ​The integers between these two values are 3,4, 5, and 6. So, there are 4 integers between​5__2 ​ and ​ ___ 203 ​ .72. (G) Angle LKN 75° because vertical anglesare congruent. The interior angles ofquadrilateral KLPN sum to 360°. So,angle LPN 360 – (120 120 75) 45°.Angle LPN and angle QPR are vertical angles,so x 45.73. (C) Let x be the number of bundles needed forthe roof’s area of 416 square feet. Set up aproportion to find x:____ x416 ​ ​ ___ 396 ​ x 416 3(___96 ​ ) 1374. (G) All 6 of the smaller rectangles are congruent.Let the shorter side of one of these small rectanglesbe x. Based on the figure, the longerside is then 4x, because the shorter side offour rectangles stacked together is the samelength as the longer side of one rectangle.Using this information, you can now figureout the length and width of WXYZ:Width of WXYZ 4xLength of WXYZ x 1 4x 1 x 5 6xUse the area of WXYZ to calculate x:(4x)(6x) 5 5424x 2 5 54x 2 5 ​__9 4 ​x ​3__2 ​Now that x is known, use that to find thelength and width of WXYZ:Width of WXYZ 5 4(​3__2 ​) 5 6Length of WXYZ 6x 5 6(​3__2 ​) 5 9So, the perimeter of WXYZ 5 2(6) 1 2(9)5 12 1 18 5 30 cm75. (D) Let x equal the number of gallons needed todrive m miles. Set up a proportion to solve for x:​ ___m x ​5 ​ ___ 365 ​ x 5 ____ 3m65 ​76. (G) To find when the two flashes occur at the sametime, find the least common multiple of 12 and18, which is 36. Every 36 minutes, the lightsflash at the same time. The first time is 8:00a.m. The next 6 times would be 8:36, 9:12,9:48, 10:24, 11:00, and 11:36. Only 2 of thosetimes are listed (9:12 a.m. and 10:24 a.m.).77. (D) First, find the amount of the tax charged onthe sale price:$1.89 • 0.06 $0.1134 $0.11 (rounded tothe nearest cent)Then, subtract the original tax from the tax onthe sale price calculated above:$0.15 $0.11 $0.0478. (H) First, add the percentage of cars containing3 people, 4 people, and 5 or more people:15% 1 7% 1 3% 5 25%Thus, 25% of the cars contained at least 3 people,so use that to calculate the number of cars:420 3 25% 5 105 cars79. (E) Roberto began his first 5 hour watch at6:00 p.m. Since he had 5 hours off before hebegan his second watch, the second watchbegan 10 hours after the first watch began.Thus, his third watch began 20 hours after hisfirst watch began. 20 hours after 6:00 p.m. is2:00 p.m. the next day.80. (G) Let c be Crystal’s age:3c 1 2 5 m3c 5 m 2 2c 5 ​ _______ m 2 2​366

​​Sample Test – mathematicsExplanations of Correct Answers AForm81. (D) The line between 20 and 30 is divided into 10sections. Calculate the length of 1 section byfinding the distance between 20 and 30, anddividing by the number of sections:__________ 30 − ( 20)​ 5 510So, the length of 1 section is 5 units and PointP is located at 5. To find the value of PQ, subtractthe value of P from the value of Q:30 – ( 5) 5 3582. (G) In row B, a number appears twice—first underan odd number in row A, and then under thenext even number in row A. So, the number 112in row A would have a corresponding number56 in row B. The numbers 111 and 112 in row Awould both have 56 under them in row B.83. (A) One gram is equal to 1,000 milligrams, or11 milligram is equal to ​_____1,000 ​ gram.75Thus, 75 milligrams 5 ​ _____ ​ 5 0.075 gram.1,00084. (G) First, calculate the midpoints of ​ ___AB​and ___​ BC​ tofind the locations of D and E, respectively:D 5 ​ ______ 8 1 32 ​ 5 2​5__2 ​E = ​______3 1 72 ​ 5 5Now, find the midpoint of ___DE​: ​2​ __ 52 ​ 1 5 ​5 ___________ ​5 ​2 ​ ___2 2 ​5 ​ __ 54 ​ 5 1.2585. (B) First, find the sale price. 10% of $44.50 is$4.45, so the sale price is $44.50 2 $4.45 5$40.05. Next, find the price after Julian’semployee discount. 20% 3 $40.05 5 $8.01, sothe final price of the video game is $40.05 2$8.01 5 $32.04.86. (J) There were 11 marbles in the box. After 5were removed, the total number of marbles inthe box is now 6. The probability of drawing agreen marble is now ​__1 ​, which is equivalent to2​3__ ​. Thus, 3 green marbles remain in the box.6Originally, there were 4 green marbles in thebox, so only 1 green marble was removed. Sincea total of 5 marbles were removed from the box,that means 4 of those marbles were red.87. (C) Ryan has 130 pages left to read (150 – 20). Heread 20 pages in 30 minutes, which means heread at a rate of 40 pages per 1 hour. To findout how much longer it will take him to finishthe assignment, divide the total pages remainingby the number of pages he is able to readper hour:____ 13040 ​ 3​ __ 14 ​ hours88. (H) The question asks for the number of differentways to create $0.75 using at least one of eachcoin. One of each coin (one quarter, one dime,one nickel) is $0.25 $0.10 $0.05 $0.40.Thus, the first $0.40 of any solution is alreadydetermined. Subtract $0.40 from $0.75($0.75 – $0.40 $0.35), so the questionbecomes “how many different ways can youmake $0.35 using nickels, dimes, and quarters?”There are 6 ways to create $0.35 usingnickels, dimes and quarters:7 nickels5 nickels 1 dime3 nickels 2 dimes1 nickel 3 dimes1 quarter 1 dime1 quarter 2 nickels89. (B) First, find the number of liters that need to beadded:​2__ ​• 4,320 5 2,880 liters3Use the conversion 1 kiloliter 5 1,000 liters tofind the number of kiloliters:_____ 2,880​5 2.88 kL1,00067

Sample Test – mathematicsExplanations of Correct Answers AForm90. (G) Because the volume of the tent is calculatedusing the area of the cross-section 3 depth(d), you can also use this formula to find d.The pattern shows the largest possible value ofthe expression is 1, which occurs when x 5 0.94. (H) This problem can be solved by creating aVenn diagram:StudentsStudents withwith 3 dogscatsxy5The circle on the left indicates the studentswith cats, and the circle on the right indicatesstudents with dogs. The number outside bothcircles (5) is the number of students withoutcats or dogs. The number inside the intersectionof the two circles (3) indicates the numberof students who have both cats and dogs.Calculate x and y using the given information:There are 20 students who have cats, and ofthose 20 students, 3 have cats and dogs. Thus,x = 20 – 3 = 17. There are 23 students whohave dogs, and of those 23 students, 3 havecats and dogs. Thus, y = 23 – 3 = 20.To find the total number of students surveyed,add the numbers in the diagram:3 1 5 1 x 1 y 5 8 1 17 1 20 5 4595. (E) The question says that an equal number (x) ofeach type of space was purchased. To find thenumber of each type of space that was purchased,multiply the price per type by x andset it equal to the total amount spent:200x 350x 600x 11,5001,150x 11,500x 10x 1 – x 2Thus, the store purchased 10 units of each 2 type of space. To find the total amount of3page space purchased, multiply each type of 1 0space by 10 and add:0 1(10 • ​1__1 04 ​ page) (10 • ​1__2 ​ page) (10 • 1 page)2 3The area of the cross-section is the sum of theareas of the two triangles and the rectangle.The two triangles have the same base length(2 ft) and height (6 ft), so the area of one of thetriangles is:A 5 ​1__ ​ 3 2 3 6 5 6 sq ft2The area of the center rectangle is:A 5 4 3 6 5 24 sq ftSo the total area of the cross-section is:A 5 6 1 6 1 24 5 36 sq ftUse that to calculate the depth of the tent:V 5 36d216 5 36d6 5 d91. (A) After Ang gives Julia ​__1 ​of his money (which3can be expressed as ​__1 3 ​x or ​x __ ​), Julia has3y ​x__3 ​ in her account. If she spends ​1 __ ​of that4amount, the expression is now:​1 __4 ​ y ​x__3 ​ ​y__4 ​ ​ ___ x12 ​92. (K) The integers that are included in Set R butnot in Set T are 10 through 81. (Note that 82is included in Set T.) To calculate the numberof integers between 10 and 81, inclusive,subtract the two endpoints and add 1. (Onemust be added because the endpoints are bothcounted in the total) 81 – 10 1 7293. (C) To answer this question, assign several positiveand negative values to x and determinewhat the value of the expression will be: 2​1__2 ​ 5 10 17​ 1__2 ​ pages68

Sample Test – mathematicsExplanations of Correct Answers AForm96. (G) The ratios of X:Y and Y:Z can be combinedbecause Y has the same value in both ratios.So, X:Y:Z = 4:9:5. The proportion of X and Y4 1 9in the mixture is ​_________4 1 9 1 5 ​ 5 ​ ___ 13​. Multiply the18total weight of the mixture by the proportion tofind the weight of the mixture after Z has been13removed: 90 3 ​ ___18 ​ 5 65 g97. (A) (2p 1 8) 2 (5 1 3p) 5 2p 1 8 2 5 2 3p 5 3 2 p98. (F) One revolution is equal to the circumference ofthe tire:22C 5 2rπ 5 2(1)(​ ___7 ​) 5 ​ ___ 447 ​ feetThe car travels at 4,400 feet per minute. Tocalculate the number of revolutions, divide thespeed by the circumference:100. (K) Let x 5 the mean number of hours Namworked per day during the first 8 days.Then, x 1 2 is the number of hours heworked on each of the last 2 days. Since heworked 69 total hours, set up the equationand solve for x:8x 1 2(x 1 2) 5 6910x 1 4 5 6910x 5 65x 5 6.5Remember that x is the mean hours workedthe first 8 days. The question asked for thenumber of hours Nam worked the last twodays:2(x 1 2) 5 2(6.5 1 2) 5 2(8.5) 5 17.0 hours444,400 4 ​ ___7 ​ 5 4,400 • ​ ___ 7 ​ 5 700 revolutions4499. (E) First, multiply each term by 2 to eliminate thefraction: 4(2) < x < 2(2) 8 < x < 4Therefore, x must be between 8 and 4, whichis Option K.69

Sample Test – mathematicsExplanations of Correct Answers AFormAnswer Key for Sample Form AParagraph 1T U S R QParagraph 2U T R S QParagraph 3T R U Q SParagraph 4S U R Q TParagraph 5U T R Q S11. C12. J13. B14. K15. A16. H17. D18. H19. A20. H21. C22. F23. C24. F25. B26. K27. C28. J29. B30. H31. D32. K33. D34. G35. C36. G37. E38. H39. D40. G41. E42. H43. E44. F45. B46. F47. D48. K49. D50. G51. E52. J53. C54. J55. C56. J57. B58. F59. B60. H61. A62. G63. D64. H65. D66. K67. C68. J69. E70. H71. B72. G73. C74. G75. D76. G77. D78. H79. E80. G81. D82. G83. A84. G85. B86. J87. C88. H89. B90. G91. A92. K93. C94. H95. E96. G97. A98. F99. E100. K70

Sample Test, Form BPart 1 — VerbalSuggested Time — 75 Minutes45 QUESTIONSScrambled ParagraphsPARAGRAPHS 1-5DIRECTIONS: In this section, arrange each group of sentences to create the best paragraph. The firstsentence for each paragraph is given; the remaining five sentences are listed in random order. Choosethe order for these five sentences that will create the best paragraph, one that is well-organized, logical,and grammatically correct. Each correctly ordered paragraph is worth double the value of a questionin any other section of the test. No credit will be given for responses that are only partially correct.To keep track of your sentence order, use the blanks to the left of the sentences. For example, write “2”next to the sentence you think follows the first sentence, write “3” next to the sentence you think follows“2,” and so on. You may change these numbers if you decide on a different order. When you are satisfiedwith your sentence order, mark your choices on your answer sheet.Paragraph 1What song is sung more often than any other song in the United States, with the exceptionof the national anthem?______ Q. Surprisingly, neither the composer nor the lyricist had ever even been to abaseball park at the time the song was written in 1910.______ R. The answer is “Take Me Out to the Ballgame,” probably the best-known song everwritten about the sport traditionally called “America’s national pastime.”______ S. Albert von Tilzer, the lyricist, eventually went to a ballgame in the 1920s.______ T. Twenty years after Tilzer went, composer Jack Norworth saw the BrooklynDodgers defeat the Chicago Cubs in his first Major League game.______ U. It is usually sung during the seventh-inning stretch of a baseball game.CONTINUE ON TO THE NEXT PAGE 1FORM B72

Paragraph 2Most cowboys of North and South America lacked the necessary chemicals to soften animal hidesinto leather, so they often used rough, untreated hides, or rawhide, for their gear.______ Q. The result was a soft, supple piece of leather for making reins, halters, straps, andother cowboy gear.______ R. The strip was pulled through the slot repeatedly, with the stick held at a slight angleso that it took effort to draw the strip through.______ S. They took a round piece of wood, such as a broom handle, cut a lengthwise slotthrough the middle of it, and filed the edges of the slot until they were smooth.______ T. However, the gauchos, the cowboys of South America, created an effective method forsoftening strips of rawhide without the need for chemicals.______ U. The gauchos then rubbed a rawhide strip with saddle soap and inserted one endinto the slot.Paragraph 3In the 1880s, John Wesley Powell, an explorer of the Grand Canyon and director of the UnitedStates Geological Survey, led the development of the first topographical maps of the entireUnited States.______ Q. This is because streams cut into the land, so contour lines will turn upstream, crossthe waterway, and return downstream, creating a V shape, with the “V” pointingupstream.______ R. Waterways, such as streams, are usually marked in blue on topo maps, but even ifthey were not, the presence of one could still be identified using contour lines.______ S. Contour lines indicate the slope of the land as well.______ T. If the lines are close together, the elevation is changing rapidly and the slope is steep,whereas widely spaced lines depict a gently sloping terrain.______ U. Also called “topo maps,” these maps differ from others in using thin brown lines,called contour lines, to connect points of equal elevation.CONTINUE ON TO THE NEXT PAGE 1FORM B73

Paragraph 4When contemporary Native American tribes meet for a powwow, one of the most popularceremonies is the women’s jingle dress dance.______ Q. During this type of dance, the dancers blend complicated footwork with a series ofgentle hops, done in rhythm to a drumbeat.______ R. In the past, it is believed, the dress worn by the jingle-dress dancer was adornedby shells.______ S. These actions cause decorations sewn on the dancer’s dress to strike each other as sheperforms, creating a lovely jingling sound.______ T. Besides being more readily available than shells, the lids are thought to create asofter, more subtle sound.______ U. The modern jingle dress no longer has shells, but is decorated with rows of tincones, made from the lids of snuff cans, rolled up and sewn onto the dress.Paragraph 5To the earliest European traders, Africa seemed to be loosely organized into tribal societies,without any great centers of wealth or learning.______ Q. He described a thriving metropolis with great universities and dozens of privatelibraries.______ R. Unfortunately, by the nineteenth century raids by neighboring tribes had madeTimbuktu a shadow of its former self.______ S. This impression began to change in the fifteenth century, as Europeans traveledinland into western Africa.______ T. In 1470, an Italian merchant named Benedetto Dei traveled to Timbuktu andconfirmed these stories.______ U. The travelers told tales of an enormous city, known as Timbuktu, on the southernedge of the Sahara Desert, where the markets were crowded with goods and gold wasbought and sold.CONTINUE ON TO THE NEXT PAGE 1FORM B74

Logical ReasoningQUESTIONS 11-20DIRECTIONS: Read the information given and choose the best answer to each question. Base youranswer only on the information given.In a logical reasoning test, certain words must be read with caution. For example, “The red house isbetween the yellow and blue houses” does not necessarily mean “The red house is between and nextto the yellow and blue houses”; one or more other houses may separate the red house from the yellowhouse or from the blue house. This precaution also applies to words such as above, below, before, after,ahead of, and behind.11. Three children—Raquel, Tiara, and Xing—each own one pet. The pets are a parrot, aniguana, and a hamster. Xing does not ownthe hamster.Which of the following additional pieces ofinformation is needed to determine who ownsthe iguana?A. Tiara owns the hamster.B. Raquel does not own the hamster.C. Raquel owns the parrot.D. Xing owns the parrot.E. Tiara does not own the hamster.12. Some teachers went to the lecture on how notto be boring. None of the teachers left thelecture early.Based only on the information above, which ofthe following statements must be true?F. If Miriam left the lecture early, then she isnot a teacher.G. If François is not a teacher, he was not atthe lecture.H. Lu-San went to the lecture, so she is ateacher.J. If Peter was not a teacher, then he left thelecture early.K. Tom did not go to the lecture, so he is not ateacher.13. There are four towns in Jefferson County:Elmont, Richland, Lendle, and Mopley.Highway 14 is closed from Elmont to Richlandbecause of flooding.1) Lendle is between Elmont and Richlandon Highway 14.2) Mopley can be reached from Lendle, withoutgoing through Elmont or Richland.Which of the following statements is a validconclusion from the statements above?A. Mopley is not flooded.B. Either Elmont or Richland is flooded.C. Both Elmont and Richland are flooded.D. No one can drive to Lendle on Highway 14.E. Mopley cannot be reached directly fromElmont.14. Sidney was in a contest with Alice, Huang,and Mariah to see whose airplane could flyhighest.1) Alice’s airplane flew higher than Huang’sairplane.2) Mariah’s airplane did not fly as high asAlice’s airplane.Based only on the information above, which ofthe following is a valid conclusion?F. Alice won the contest.G. Sidney’s airplane flew higher than Mariah’s.H. Mariah’s airplane flew higher than Huang’s.J. If Sidney finished second, Alice won.K. If Sidney finished second, Huang finishedthird.FORM B75CONTINUE ON TO THE NEXT PAGE 1

15. At Midway School, each new student is pairedwith an older student partner. The newstudents are Bai, Gloria, Sandro, and Henry.The older student partners are Edgar, Paola,Rakim, and Whitney.1) Sandro and Whitney are paired.2) Bai is not paired with Rakim.3) Edgar is not paired with Gloria or Bai.Who is paired with Paola?A. BaiB. GloriaC. HenryD. EdgarE. Rakim16. When Tomas wears his white shirt, he alsowears a tie. When he wears a tie, he alsowears his black shoes.Based only on the information above, which ofthe following statements is a valid conclusion?F. When Tomas wears his black shoes, thenhe is wearing his white shirt.G. Tomas wears his black shoes only when heis wearing a tie.H. When Tomas wears his white shirt, thenhe is also wearing his black shoes.J. If Tomas is not wearing his white shirt,then he is not wearing a tie.K. If Tomas is not wearing a tie, then he isnot wearing his black shoes.17. Jack played three instruments in the orchestra.He played violin for two years, cello for threeyears, and bass for three years. He neverplayed more than two instruments during thesame year. The first year, Jack played only theviolin.What is the least number of years Jack couldhave played in the orchestra?A. 4B. 5C. 6D. 7E. 818. At the race track, four race car drivers stoodside by side, their backs toward you. Eachdriver stood facing his or her race car.1) The brown car was to the right of theorange car.2) Jorge stood immediately to Anya’s right.3) Marquise, who was to Jorge’s right, ownedthe white car.4) Patrick did not own the silver car.5) Anya owned the orange car.Which race car driver stood at the far right?F. JorgeG. AnyaH. MarquiseJ. PatrickK. Cannot be determined from theinformation given.CONTINUE ON TO THE NEXT PAGE 1FORM B76

Questions 19 and 20 refer to the followinginformation.In the code below, (1) each letter alwaysrepresents the same word, (2) each word is representedby only one letter, and (3) in any givensentence, the position of a letter is never thesame as that of the word it represents.Q H P Z means“Are we late again?”X S P G Z means“No, we are early today.”H Q W G N means“She is late again today.”19. Which word is represented by the letter Z?A. areB. weC. lateD. againE. Cannot be determined from theinformation given.20. Which letter represents the word “again”?F. HG. NH. PJ. QK. Cannot be determined from theinformation given.CONTINUE ON TO THE NEXT PAGE 1FORM B77

ReadingQUESTIONS 21-50DIRECTIONS: Read each passage below and answer the questions following it. Base your answerson information contained only in the passage. You may reread a passage if you need to. Mark thebest answer for each question.5101520253035The eruption of the Philippine volcanoMount Pinatubo in June 1991 sent a hugecloud of gas and dust encircling the globe.The dust and ash from Mount Pinatubo wasblamed for a two-year decrease in globaltemperature, changes in weather patterns,and damage to the ozone layer. The situationbrings to mind a meteorological eventthat occurred 175 years earlier. At thattime, harsh weather conditions plaguedmuch of eastern North America, and, to alesser extent, northern Europe.April 1816 brought typical spring weatherto upstate New York and New England;trees budded and farmers prepared to plowand plant. In May, however, the expectedwarm temperatures failed to arrive. Mostpeople remained optimistic, waiting forthe summer that was “just around the corner.”They waited in vain. June usheredin what modern meteorologists call “TheYear Without a Summer.” During the firstweek of June, ten inches of snow fell onNew England. Throughout the month, temperaturesrarely rose above the 30s. Manyfarmers replanted crops several times,only to see them stunted or destroyed bysleet, hail, and icy winds. July and Augustbrought little improvement. During mostdays the temperature stayed in the 40s.Farmers’ diaries document their dailystruggles with near-freezing temperatures,failing crops, and dying farm animals. Thefew crops that managed to survive werekilled by frost in mid-September. Wintercame early in New England and was unusuallysevere. Even the South was affected; onJuly 4, the high temperature for Savannah,Georgia, was only 46 degrees!510152025303540455055606570Some religious leaders warned their congregationsthat the unusual weather meantthat the end of the world was drawing near.Other leaders attributed the cool weatherto unusual sunspot activity. The proliferationof the newly invented lightning rod wasalso blamed. Some people believed thatlightning rods had interrupted the naturaltemperature balance of the earth, causingthe cooler temperatures.It was not until October that the first plausibleexplanation for “The Year Without aSummer” was suggested. A German astronomer,Friedrich Bessel, reported seeing thickclouds of dust in the upper atmosphere. Hetheorized that these dust particles screenedportions of the earth from the warmingrays of the sun. It was discovered that, inApril 1815, Mount Tambora, an Indonesianvolcano, had erupted with such force thatit had sent an estimated 100 cubic miles offine dust into the atmosphere. Witnesses tothe eruption reported that the sky remaineddark for two days. The dust then rose highinto the stratosphere, where it encircled theworld for several years to come.Skeptics in 1816 doubted that a far-awayvolcano could steal their summer. However,most present-day researchers believeBessel’s explanation to be generally correct,demonstrating the global nature of weather.The dust in the atmosphere eventuallysettled, and the spring of 1817 was back tonormal.40455055606570FORM B78CONTINUE ON TO THE NEXT PAGE 1

21. Which of the following best tells what thispassage is about?A. why some religious leaders believed theend of the world was coming in 1816B. a summer of strange weather and itsprobable causeC. the importance of summer weather toagriculture in New EnglandD. two volcanic eruptionsE. a comparison of the weather of 1816and 199122. What is the most likely reason farmerspersisted in replanting their crops?F. They believed that the cold weather couldnot continue all summer long.G. They were attempting to increase cropyields to higher levels than they had everbefore achieved.H. They thought that crops would be able tosurvive even though the weatherremained cold.J. The weather had warmed up by July.K. They thought the June snowfalls wouldprovide needed moisture.23. Which of the following was probably trueabout the winter of 1816-1817?A. The government decided to establish aweather forecasting service.B. Temperatures were warmer than usual forthat time of year.C. New Englanders faced shortages of fruitsand vegetables.D. Bessel’s theory was completely discredited.E. People quickly forgot about “The YearWithout a Summer.”24. Which of the following is implied by thephrase “the global nature of weather”(line 70)?F. Meteorologists around the world need tostay in close contact.G. Extreme weather conditions may stimulatevolcanic eruptions in other parts ofthe world.H. Natural disasters tend to occur in differentparts of the world at the same time.J. Conditions in one part of the world canaffect weather in another part.K. A single storm may cover the entire world.25. Which of the following situations, if it hadoccurred, would lend further support tothe conclusion that “The Year Without aSummer” was caused by the eruption of MountTambora?A. Volcanoes all over the world erupted at thesame time as Mount Tambora.B. Other parts of the world also experiencedunusually cold weather in 1816.C. Temperatures in Indonesia in 1816 werehigher than average.D. Subsequent summers in New Englandwere warmer than average.E. The eruption of Mount Pinatubo did notdisturb weather patterns.26. Which of the following best summarizesBessel’s theory?F. The cold weather would end when thewinter of 1816-1817 began.G. The cold summer of 1816 indicated thatthe world was about to end.H. The eruptions of Mount Tambora andMount Pinatubo affected global weather inthe same way.J. The eruption of Mount Pinatubo is responsiblefor numerous weather changes.K. Dust particles in the air blocked thewarmth of the sun.FORM B79CONTINUE ON TO THE NEXT PAGE 1

51015Imagine living in a society where ordinarypeople could be punished for what theychoose to read and write. For much of thetwentieth century, such a closed societyexisted in Russia and the rest of the SovietUnion. The Soviet government tried todominate its citizens’ activities and ideas bycontrolling the information that theyreceived. Government censors examinedbooks, films, and newscasts and bannedanything they considered objectionable.They censored criticism of the Soviet government,news from the outside world, andanything that complimented Sovietenemies.51015505560was smuggled out of the Soviet Union forpublication in Western countries in 1956; inRussia, it appeared only as samizdat.Pasternak won the Nobel Prize inLiterature in 1958, but the governmentforced him to refuse the prize. Sovietauthorities also blocked publication of thework of Anna Akhmatova, one of Russia’sgreatest poets. Her work was banned until1952 because censors felt she did not sufficientlypraise the Soviet government.Akhmatova was kept out of public life andthe official Writers’ Union. She composedher poetry in private, and her works wereavailable only as samizdat.5055602025303540The Soviet government’s strict censorshipmade life tremendously difficult for writers.Most worried that they were being watchedby the government’s secret police. Despitethe harsh laws, small groups of writersdodged state censorship through an underground,or secret, publishing network thatproduced works called samizdat. The namesamizdat came from the Russian words for“self” and “publish.” For many writers,samizdat offered the only outlet for theirintellectual and creative expression. Toproduce samizdat, an author passed a typedor handwritten text to a second person, whomade a handwritten or typed copy. Theoriginal was returned to the author, whilethe copies were passed to other members ofthe network. The works were unsigned orsigned with false names.At first, samizdat focused mainly on literature,such as poetry and novels. By the late1950s, samizdat circles were distributingpolitical material, such as letters to thegovernment, political essays, and trial transcripts.By the mid-1960s, the samizdatnetwork produced sophisticated politicalnews, debate, and analysis.2025303540657075Through the 1960s and ’70s, Russian writersused samizdat networks to circulatebanned or politically risky material. By thelate 1980s, computers became available inscientific research facilities, andunderground writers began using thecomputers to store and circulate texts.Censorship was officially abolished in 1989,shortly before the breakup of the SovietUnion, leading to a publishing boom.Works by previously banned authors werepublished, and the samizdat networksquickly faded into history.27. Which of the following best tells what thispassage is about? A. two Russian authors, Boris Pasternak andAnna AkhmatovaB. the poetry published in the Soviet Unionduring the twentieth centuryC. the role of a free press in a free societyD. censorship in the Soviet Union and theunderground system that arose inresponseE. the reasons for banning authors who criticizedthe Soviet government65707545The great Russian novelist Boris Pasternakhad his work published as samizdat. Likeother writers, he feared that an appearanceof disloyalty to the Soviet state would bringa knock at his door in the middle of thenight. His classic novel, Doctor Zhivago,45CONTINUE ON TO THE NEXT PAGEFORM B80

28. Which of the following is most likely an exampleof material circulated in the earliest phaseof samizdat? F. a letter protesting a writer’s imprisonmentG. a true account of life in the secret policeH. a short storyJ. a list of political prisonersK. an article from a foreign newspaper29. The phrase “a knock at his door in the middleof the night” (lines 47-48) most likely refers toa visit by A. Boris Pasternak.B. the secret police.C. a member of the Nobel Prize committee.D. a participant in the samizdat network.E. a political exile.30. According to the passage, how did the use ofcomputers influence samizdat publishing?F. The content of samizdat materials becameexclusively technical. G. Scientific research was published throughsamizdat networks.H. Computers made it possible to smuggleDoctor Zhivago out of the country.J. Computers made the distribution of samizdatmaterial more efficient.K. Computers made identification of samizdatauthors easier for the secret police.32. After 1989, “samizdat networks quickly faded”(lines 75-76) for which of the followingreasons?F. The networks were no longer necessaryafter censorship was abolished.G. The works produced by the networks couldnot compete with works published inWestern countries.H. Samizdat was successfully banned bygovernment censors.J. The networks were replaced by the use ofcomputers.K. Opposition to the government went deeperunderground than before.CONTINUE ON TO THE NEXT PAGE31. What is the most likely reason that samizdatmaterials were unsigned or signed with falsenames? A. to allow the materials to be smuggled outsidethe Soviet UnionB. to protect the writer from punishmentC. to shield the identities of members of thesecret policeD. to undermine the trustworthiness of thematerialsE. to prevent the materials from being copiedFORM B81

510152025Most movies about spies and undercoveragents feature fascinating special equipment.Many of these gadgets exist only inthe imaginations of script writers, but othersare actually used in espionage activities.One device with a surprisingly long andcolorful history, both in and out of the cloakand-daggerworld, is the concealed camera.In the late nineteenth century, “detectivecameras” were popular with amateurphotographers who wanted to take snapshotsof unsuspecting people on the street.The camera was usually carried in plainview. Its disguise was simple: it was a plainbox resembling a large and rather heavyparcel or a piece of luggage, with no externallens or controls. When people caught onto the deception, though, designers beganhiding cameras in other objects, rangingfrom hats and books to purses and pocketwatches. One concealed camera even lookedlike an ordinary camera, but had mirrorsthat allowed users to take photographs at aright angle to the direction of whatever thephotographer seemed to be viewing.5101520255055606570expressed through propaganda, arms races,and especially espionage. During the ColdWar, both sides competed to develop newtechnologies to use photography in spying.Sophisticated concealed cameras were put inmatchboxes, pens, rings, cigarette lighters,makeup cases, guns, and even hidden inclothing, with the lens concealed in a button.Almost any object that could be carriedwithout attracting attention was probablymade into a camera and carried by anundercover agent. Cameras were alsohidden in furniture and office machinessuch as copiers, which took photos of everydocument that was copied. The developmentof the long-range telephoto lens even allowedspies to take clear photos from a distance,such as across the street from an embassy.Today, space has proven to be the ultimatelocation for hidden cameras, as satellitemountedcameras can produce highlydetailed photographs of objects anywhereon earth.505560657030354045Although most early spy cameras weremeant to be used on the ground, camerashave been hidden in the sky almost fromthe beginning of photography. In WorldWar I, both sides realized the strategicvalue of taking aerial photographs of enemyterritory from the newly invented airplane.To spy more discreetly, without the use ofairplanes, the Germans attached cameras tohoming pigeons and sent them over Frencharmy positions. Timers were set to triggerthe cameras when the pigeons were expectedto be flying over their targets. Thatparticular attempt proved impractical, butthe idea behind it did not: aerial photographybecame a staple of World War II.In the mid-twentieth century, a new era ofspying with cameras began under the ColdWar. This was a period of worldwide tensionand competition between the Communistworld, led by the Soviet Union, and theWestern world, represented by the UnitedStates and its allies. The conflict was3035404533. Which of the following best tells what thispassage is about?A. the role of hidden cameras in nationalsecurityB. the problems associated with hiddencamerasC. the mechanics of the “detective camera”D. historical information about the concealedcameraE. how cameras are mounted in satellites34. According to the passage, “detective cameras”were popular with F. spies.G. airplane pilots.H. the German army.J. professional photographers.K. amateur photographers.FORM B82CONTINUE ON TO THE NEXT PAGE

35. What was the original purpose of the earlydetective cameras?A. to resemble an ordinary object such as aboxB. to take pictures at a right angleC. to use in espionage activites by secretagentsD. to take pictures without the subjects’knowledgeE. to be carried by homing pigeons forsurveillance36. The camera with mirrors (lines 21-25) allowedthe photographer to F. conceal the camera in a hat or pocketwatch.G. take a picture with no external lens orcontrols.H. take aerial photographs.J. take a picture of one scene while appearingto take a picture of another.K. determine whether other photographerswere using detective cameras. 37. Photographers stopped using the box-type“detective camera” because A. people were no longer deceived by them.B. the cameras could not be used withexternal lenses.C. they wanted to avoid being mistaken forsecret agents.D. professional photographers refused to usethem.E. espionage was conducted during the war.38. What was the “idea” referred to in line 40?F. taking photographs without permissionG. taking photographs from above H. locating military targetsJ. using cameras in wartimeK. attaching cameras to homing pigeonsCONTINUE ON TO THE NEXT PAGEFORM B83

51015202530354045Archaeologists first succeeded in usingtree-ring dating while excavating ancientPueblo Indian villages in the southwesternUnited States during the 1920s. At thattime, no one knew when the villages hadbeen occupied, or for how long, but the logsused in the buildings provided a clue. Scientistshad long known that trees add a newgrowth ring to their circumferences duringeach growing season. Drought or early frostresults in little growth and narrow rings.Good growing years result in wide rings.Archaeologists knew that by matchingidentical patterns of wide and narrow ringsin sections of two different logs, they coulddetermine which log was older. For example,a log with a certain pattern of ringsnear its outside edge would indicate aspecific series of good and bad growingseasons. This log would have been cut downbefore a log of comparable size that showsthe identical pattern near its center.But how could these ring patterns helpdetermine the actual dates for the abandonedPueblo villages? Archaeologists hadalready used the ring patterns of trees withoverlapping lifetimes to establish a tree-ringchronology for the southwestern UnitedStates that went back to a.d. 1260. Thatwork had been done in a Hopi village calledOraibi. Oraibi had been continuouslyinhabited since before the arrival of the firstSpanish explorers in 1540.That same team of archaeologists alsodeveloped a relative, or “floating,” chronologyfor the abandoned Pueblo villages bymatching up the ring patterns of the variouslogs used in the buildings. With this “floating”chronology, the archaeologists could tellwhich logs were older and which were morerecent. None could be precisely dated, sinceno log had a pattern of tree rings thatmatched any part of the established chronology.It was clear from this evidence,however, that the buildings must have beenconstructed before a.d. 1260.5101520253035404550556065key beam overlapped the earliest rings inthe established chronology. Furthermore,its inner ring pattern matched the patternformed by the most recent rings of the“floating” chronology. Thus, the chronologyfor the abandoned Pueblo villages could beknown with certainty. Counting backwardfrom the present, the archaeologists estimatedthat the villages had been occupiedbetween a.d. 900 and a.d. 1300.The tree rings also suggested why thevillages had been abandoned. The rings forthe years a.d. 1276 to 1299 were very thin,indicating a severe drought that lasted for23 years. Most likely the villagers had lefttheir homes to search for a more hospitableclimate.39. Which of the following best tells what thispassage is about?A. how variations in weather conditions affecttree growthB. recent breakthroughs in understandingIndian culturesC. why the Pueblo villages were abandonedD. how tree-ring dating can establish the ageof archaeological findingsE. why tree-ring dating is the best method fordetermining dates40. What was the importance of the “key” beamdescribed in the fourth paragraph?F. It proved that trees of the same age wouldhave identical tree-ring patterns.G. It helped to disprove earlier theoriesregarding the abandonment of the villages.H. It helped archaeologists to determine whythe villages had been built at that time.J. It explained why the Pueblo buildings hadbeen constructed at that location.K. It connected the “floating” chronology tothe established chronology.50556065Finally, continued excavations turned up a“key” beam. The outer ring pattern of theFORM B84CONTINUE ON TO THE NEXT PAGE

41. log 1 log 2In the diagrams above, an identical ringpattern on logs from two trees has beenshaded. Which of the following conclusionsabout these logs is best supported by theinformation in the passage?A. Log 1 was cut before log 2.B. Log 2 was cut before log 1.C. The two trees responded differently to thesame growing seasons.D. The tree from which Log 1 was cut was thefaster-growing tree.E. The tree from which Log 2 was cut was thefaster-growing tree.42. For which of the following would tree-ringdating be most useful?F. identifying the kinds of trees used to buildthe ancient Pueblo buildingsG. tracking the historical sequence of weathercycles in a regionH. investigating the reasons that Indianslived in specific areasJ. determining the length of the growing seasonin different areas of the worldK. determining how people built their villages43. Why did the archaeologists conclude that thebuildings in the abandoned Pueblo villages“must have been constructed before a.d. 1260”(lines 45-46)?A. The logs in those buildings did not shareany ring patterns with the establishedchronology, which went back to that year.B. The logs in those buildings had ring patternsin common with the logs used inOraibi.C. The villages were still inhabited when theSpanish explorers found them.D. The villages were already abandoned whenthe Spanish explorers found them.E. The people in those villages had moved toOraibi.44. According to the passage, what is the mostlikely reason that the Pueblo villages had beenabandoned?F. The villages were destroyed by warfarebetween the Pueblo and Hopi people.G. There were no more trees to build with.H. A long drought prompted people to leavethe area.J. The villages had grown too large for theirlocations.K. The villagers fled to escape the Spanishexplorers.CONTINUE ON TO THE NEXT PAGEFORM B85

51015202530354045Almost one hundred fifty years ago,Charles Darwin, the famous Britishnaturalist, proposed a startling new theoryabout the cause of human emotions. Facialexpressions, he argued, are more than thevisible signs of an emotion; to some extentthey actually cause the emotion. For example,a person’s smile reflects a feeling ofhappiness, but it also helps to produce thatfeeling. The theory that facial expressionscontributed to emotions was controversialand, at the time, impossible to prove.Eventually it lost favor, and for more thana century people’s facial expressions wereassumed to be the result, not the cause, oftheir feelings.Theories change, however. Within the lastfew decades, psychologists have been investigatingthe notion that we can put smilesin our hearts by first putting them on ourfaces. In a research study, volunteers wereasked to say words that placed their facialmuscles into either smiles or frowns. Thepurpose of the task was not explained.After the experiment, the volunteers whosaid words like “cheese” were measurablyhappier than those who said words like“few.”To explain these results, the researcherstheorized that there is a relationshipbetween facial expressions and the temperatureof the blood entering the brain.According to their theory, the muscle contractionsproduced by a facial expressionraise or lower the temperature of the bloodthat flows through the person’s face. Thechange in temperature is slight—less thanone degree Celsius. The blood vessels in theface connect to the carotid artery, whichleads to the hypothalamus, an area of thebrain believed to regulate emotions. Theresearchers theorized that warmer blood,which is associated with frowning or scowling,leads to feelings of unhappiness. Asmile, which is created by a different set ofmuscles, lowers the blood temperature andtends to produce a feeling of happiness.510152025303540455055606570In another study, volunteers were toldexactly which facial muscles to contract.For example, volunteers were told, “Raiseyour eyebrows, open your eyes wide, tuck inyour chin, and let your mouth relax” (thefacial expression associated with fear). Thevolunteers were not told which emotionthey were mimicking. As they produced themuscular movements of a particular emotionalexpression, they tended to experiencethat emotion. For example, while making afearful expression, they reported feelingmore fear than anger, sadness, or disgust.Acceptance of the research relating emotionsto facial expressions, especially theblood temperature theory, is far from universal.However, some psychologists hopethat the phenomenon may be useful intreating mild depression. They do agree,though, that facial expressions are notthe most important causes of emotion.Encouraging people to smile while theyare mourning, for example, would do little tolessen their grief.45. Which of the following best tells what thispassage is about?A. the theory that facial expressions maycontribute to emotionsB. the role of the hypothalamus in experiencingemotionsC. the use of facial expressions in a variety ofscientific researchD. the range of emotions felt by volunteers inexperimentsE. the potential uses of facial expressions intreating mild depressionCONTINUE ON TO THE NEXT PAGE 15055606570FORM B86

46. In the research study described in the secondparagraph, after volunteers said words thatplaced their facial muscles into smiles, whatdid the researchers do?F. cooled down the blood entering the volunteers’brainsG. asked the volunteers to say words like“few”H. explained the purpose of the study to thevolunteersJ. placed the volunteers’ facial muscles intofrownsK. determined how happy the volunteers felt47. Why was Darwin’s theory not accepted duringhis lifetime?A. Scientists could not think of a way to testhis theory.B. Most scientists mistakenly believed thatemotions were caused by thoughts.C. Scientists did not understand the functionof the hypothalamus.D. Scientists did not study emotions until thetwentieth century.E. Accurate measurement of blood temperaturewas not possible.50. What do researchers believe about thehypothalamus? F. It prevents mild depression.G. It manages emotions.H. It regulates the temperature of blood.J. It causes negative emotions, such as fear,rather than positive emotions.K. It regulates the flow of blood to the brain.CONTINUE ON TO THE NEXT PAGE 148. According to the theory described in lines33-36, what effect might saying a word suchas “cheese” have on a person?F. It makes a person’s face appear to frown.G. It relaxes the blood vessels leading to thecarotid artery.H. It may cool the blood flowing to thehypothalamus.J. It produces the facial expression associatedwith fear.K. It does not affect the speaker’s mood.49. What is the notion referred to in line 19?A. Smiling can make people feel happy.B. People who feel happy tend to smile.C. Psychologists can conduct research onemotions.D. Theories change over time.E. Certain words cause the speaker to smileor frown.FORM B87

Part 2 — MathematicsSuggested Time — 75 Minutes50 QUESTIONSGeneral InstructionsSolve each problem. Select the best answer from the choices given. Mark the letter of your answer on theanswer sheet. You can do your figuring in the test booklet or on paper provided by the proctor. DO NOTMAKE ANY MARKS ON YOUR ANSWER SHEET OTHER THAN FILLING IN YOUR ANSWERCHOICES.Important Notes:(1) Formulas and definitions of mathematical terms and symbols are not provided.(2) Diagrams other than graphs are not necessarily drawn to scale. Do not assume any relationshipin a diagram unless it is specifically stated or can be figured out from the information given.(3) Assume that a diagram is in one plane unless the problem specifically states that it is not.(4) Graphs are drawn to scale. Unless stated otherwise, you can assume relationships according toappearance. For example, (on a graph) lines that appear to be parallel can be assumed to beparallel; likewise for concurrent lines, straight lines, collinear points, right angles, etc.(5) Reduce all fractions to lowest terms.51.___ 4.5​ 0.22 0.1A. 0.99B. 1.99C. 9.9D. 99E. 990 53. What time will it be 46 hours after 9:30 p.m.on Friday?A. 7:30 p.m. SaturdayB. 7:30 a.m. SundayC. 6:30 p.m. SundayD. 7:30 p.m. SundayE. 9:30 p.m. Sunday52. Carlos is picking colored pencils from alarge bin that contains only 480 red pencils,240 green pencils, and 160 blue pencils.Without looking, Carlos pulls out 22 pencils.If the pencils were distributed randomly inthe bin, how many pencils of each color is itmost likely that he picked?F. 8 red, 7 green, 7 blueG. 10 red, 7 green, 5 blueH. 10 red, 8 green, 4 blueJ. 11 red, 6 green, 5 blueK. 12 red, 6 green, 4 blue54. Each child in a certain class is required tohave school supplies of 1 notebook and2 pencils. One notebook costs $1.09 andone pencil costs $0.59. With $15, what is themaximum number of children that can beprovided with the required supplies?(Assume no tax.)F. 6G. 7H. 8J. 9K. 12FORM B88CONTINUE ON TO THE NEXT PAGE 1

55. How many positive integers satisfy theinequality x 1 7 , 23?56.A. 15B. 16C. 17D. 29E. 30M05-111N P Q58. _______ (​2 51) 217 3 ​ 5F. 2 2G. 2 ___​ 117 ​9H. ​ ___17 ​J. ___ 16​17 ​K. 2M05-190MIn the figure above, the base of nMPR is aside of rectangle MNQR, and point P is themidpoint of ​ ____NQ​. If the area of the shadedregion is 24 square centimeters, what is thearea of the region that is not shaded?F. 24 sq cmG. 48 sq cmH. 64 sq cmJ. 72 sq cmK. 96 sq cm57. If x and y are positive integers such that0.75 5 __ x y​, what is the least possible valuefor x?A. 1B. 3C. 4D. 25E. 75R59.SONGS PLAYED DURING ONE HOURNumber ofSongs1415161718Number ofRadio Stations84459The table above shows the number of songsplayed during a specific hour by 30 differentradio stations. What is the mean number ofsongs played during that hour by thesestations?A. 6B. 8C. 16.1D. 16.5E. 1860. ∙ 190 210 ∙ ∙ 19 21 ∙ x 100In the equation above, what is the value of x?F. 178G. 188H. 100J. 122K. 123CONTINUE ON TO THE NEXT PAGE 1FORM B89

61. 1 dollar 7 lorgs1 dollar 0.5 dalts62.Kwamme has 140 lorgs and 16 dalts. If heexchanges the lorgs and dalts for dollarsaccording to the rates above, how many dollarswill he receive? (Assume there areno exchange fees.)A. $28B. $52C. $182D. $282E. $988HairColorDISTRIBUTION OF EYE AND HAIR COLORFOR 64 CHILDRENEye ColorBrown Blue TotalBlond 11 18 29Black 15 20 35The table above shows the distribution of eyecolor and hair color for 64 children. Howmany of these children have blond hair orbrown eyes, but not both?F. 22G. 33H. 44J. 53K. 55M98-02264._24_681 .1 .1 ._221 24 ____If the missing terms in the problem abovewere filled in according to the pattern, whatwould be the sum of all the terms?_6F.G. 2H. 6J. 10K. 1265. A pitcher contained 32 ounces of orangejuice and 12 ounces of grapefruit juice. Moregrapefruit juice was added to the pitcher untilgrapefruit juice represented } 1 } of the pitcher’s3contents. How many ounces of grapefruit juicewere added?A. 2 ozB. 4 ozC. 8 ozD. 16 ozE. 44 ozM96-04263.Quantity Price PerItem Puchased ItemRain Coat 1 $102.00Slacks 2 $60.00Shirt 2 $35.0066.xxTeST ScoreS for 17 STuDenTSxx = 1 Test ScorexxxxxxxxxxxxxxOne state has a 6% sales tax on clothingitems priced at $75 or higher, and no salestax on clothing items priced under $75.What is the total tax on the items in thetable above?A. $6.12B. $6.72C. $13.32D. $17.00E. $203.1250 60 70 80 90 100Test ScoreAccording to the figure above, what was themedian score for the test?F. 70G. 758H. 76​ ___17 ​J. 80K. 90 FORM B 90CONTINUE ON TO THE NEXT PAGE 1

67. The fuel mix for a small engine contains only2 ingredients: gasoline and oil. If the mixrequires 5 ounces of gasoline for every6 ounces of oil, how many ounces of gasolineare needed to make 33 ounces of fuel mix?A. 3B. 6C. 15D. 27​1__2 ​E. 16568. Which of the following shows the fractions___ 11​, ___ 25​, and ___ 18​in order from least to3 7 5greatest?F. ___ 25 ​, ___ 18​, ___ 11​7 5 3G. ___ 25 ​, ___ 11​, ___ 18​7 3 5H. ___ 18 ​, ___ 11​, ___ 25​5 3 7J.K.___ 18​, ___ 25​, ___ 11​5 7 3___ 11​, ___ 18​, ___ 25​3 5 769. A prom dress originally priced at $450 is onsale for } 1 } off the original price. In addition,3Alia has a coupon for 10% off the discountedprice. If there is a 6% sales tax on the finalprice of the dress, what would Alia’s totalcost be?A. $111.30B. $143.10C. $270.30D. $286.20E. $297.0070. 4 ​1__2 ​ft, 5 ​3 __4 ​ft, 4 ​3 __4 ​ft, 6 ​1 __4 ​ft, 5 ​5 __8 ​ ftJordan has 5 trees with the heights shownabove. He plans to plant the trees in a rowwith the tallest tree in the middle, the next 2shorter trees on either side, and the 2 shortesttrees on either end of the row. How manydifferent ways of ordering the 5 trees followJordan’s plan?F. 1G. 2H. 4J. 6K. 3071. In the set of consecutive integers from 12 to30, inclusive, there are 4 integers that aremultiples of both 2 and 3. How many integersin the set are multiples of neither 2 nor 3?A. 2B. 5C. 6D. 13E. 1572. What is the prime factorization of 714?F. 2 • 357G. 2 • 3 • 119H. 2 • 7 • 51J. 6 • 7 • 17K. 2 • 3 • 7 • 1773. If R, S, and T are integers and R S andT S are both odd numbers, which of thefollowing must be an even number?A. R TB. S TC. RD. SE. TCONTINUE ON TO THE NEXT PAGE 1FORM B91

74.A B C D– 4 – 2 02 4 6 8 10On the number line above, point E (notshown) is the midpoint of AC and point F (notshown) is the midpoint of BD. What is thelength of EF?F. 1 unitG. 2 unitsH. 2.5 unitsJ. 3 unitsK. 11 units75. The regular price of a 12-ounce bag of candyis $2.90. Lily has a coupon for 30% off one ofthese bags. What is the price per ounce (to thenearest cent) that Lily will pay if she uses thecoupon?A. $0.07B. $0.15C. $0.17D. $0.22E. $0.2476. For what value of z is z 2 1 } 3z 5 12?F. 2 18G. 4H. 8J. 12K. 1877. On a particular vehicle, the front tire makesthree revolutions for every one revolution theback tire makes. How many times larger isthe radius of the back tire than the radius ofthe front tire?A.1__ ​ 3B. 3C.3__2 ​pD. 3pE. 978. If r 5 3q 1 2 and q 5 ___ ​1​ for n 5 1, 2, or 3,n3what is the least possible value of r?F. 1G. 21__9 ​H. 21__3 ​J. 3K. 579. ∙ ( – 6) ( – 5) 4 ∙ ∙ 3 11 ∙ A. – 7B. – 5C. – 1D. 1E. 1180. To paint a room, Suzanne uses blue and whitepaint in the ratio of blue:white 5 8:3. Whatwas the total number of gallons of paint usedif she used 6 gallons of blue paint?F. 2​1__4 ​ gal.G. 8​1__4 ​ gal.H. 9 gal.J. 16 gal.K. 22 gal.81. Which sum below can be expressed as anon-repeating decimal?A. ​1__2 ​ ​ 1__6 ​B. ​1__3 ​ ​ 1__4 ​C. ​1__3 ​ ​ 1__5 ​D. ​1__4 ​ ​ 1__5 ​E. ​1__4 ​ ​ 1__6FORM B92CONTINUE ON TO THE NEXT PAGE 1

82. There are 1,000 cubic centimeters in 1 literand 1,000 cubic millimeters in 1 milliliter.How many cubic millimeters are there in1,000 cubic centimeters?F. 1,000G. 10,000H. 100,000J. 1,000,000K. 1,000,000,00083. A radio station plays Samantha’s favoritesong 6 times each day at random timesbetween 8:00 a.m. and 5:00 p.m. The song is5 minutes long. If Samantha turns on theradio at a random time between 8:00 a.m. and5:00 p.m., what is the probability that herfavorite song will be playing at that time?​​​​​A. ___ 130 ​B. ___ 118 ​C.1__6 ​D.1__5 ​E.1__3 ​84. On the first leg of its trip, a plane flew the900 miles from New York City to Atlanta in2 hours. On the second leg, it flew the1,400 miles from Atlanta to Albuquerque in2 ​1__ ​hours. How much greater was the plane’s2mean speed, in miles per hour, on the secondleg than on the first?F. 110 mphG. 150 mphH. 200 mphJ. 250 mphK. 500 mph85. A water tank is __ 1 ​full; then, 21 gallons of3water are added to the tank, making it __ 4 5 ​full.How many gallons of water could the tankhold if it were completely full?A. 35 gal.B. 45 gal.C. 56 gal.D. 84 gal.E. 105 gal.86. Today, Tom is __ ​ 1 ​of Jordan’s age. In 2 years,4Tom will be ​__1 ​of Jordan’s age. How old is3Jordan today?F. 4 yrG. 6 yrH. 12 yrJ. 16 yrK. 22 yr87. Let N 5 –(|– 3| 2 |– 8| 1 |– 4|).What is the value of – |N|?A. – 9B. – 4C. – 1D. 1E. 9CONTINUE ON TO THE NEXT PAGE 1FORM B93

88. Joe began to increase the speed of his car at2:00 p.m. Since that time, the speed of Joe’scar has been steadily increasing by 11__2 ​milesper hour for each half minute that has passed.If the car is now traveling 651__ ​miles per2hour, for how many minutes has the car beenexceeding the speed limit of 55 miles per hour?F. 3​ 1 __3 ​minG. 3​ 1 __2 ​minH. 4​ 1 __2 ​minJ. 5 min91. A steel container is shaped like a cube 10 feeton each side. This container is being filledwith water at a rate of 7 cubic feet per minute.At the same time, water is leaking from thebottom of the container at a rate of 2 cubic feetper minute. If the container is exactly halffilledat 9:00 a.m., at what time will the containerbegin to overflow?92.A. 9:55 a.m.B. 10:00 a.m.C. 10:11 a.m.D. 10:40 a.m.E. 12:20 p.m.40˚• QK. 7 min89. How many positive two-digit numbers areevenly divisible by 4?A. 22B. 23C. 24D. 25E. 2690. If x, y, and z are numbers such thatxy 1 xz 5 100, what is the value ofx__ ​(3y 1 3z) 1 10?5F. 60 1 2xG. 62H. 70J. 130K. 130 1 2xP•x˚y˚•45˚The figure above shows three intersectingstraight lines. What is the value of y – x?F. 40G. 50H. 85J. 95K. 13593. Each week, Arnold has fixed expenses of$1,250 at his furniture shop. It costs Arnold$150 to make a chair in his shop, and he sellseach chair for $275. What is Arnold’s profit ifhe makes and sells 25 chairs in 1 week?A. $1,875B. $2,500C. $3,125D. $3,750E. $4,375RCONTINUE ON TO THE NEXT PAGE 1FORM B94

94.M94-031C75 ft100 ft97. Marta and Kim are sisters. Five years ago,Kim’s age was twice as great as Marta’s age.If Marta is now m years old, which expressionrepresents Kim’s age now?A. 2m 1 5B. 2mC. 2(m 2 5)D. 2(m 1 5) 2 5E. 2(m 2 5) 1 5The drawing above represents a rectangularlot containing a building, indicated by theshaded region. The dashed lines divide thelot into twelve equal-sized squares. If theunshaded portion of the lot is to be paved,about how many square feet will be paved?F. 4,000 sq ftG. 5,000 sq ftH. 6,000 sq ftJ. 7,000 sq ftK. 8,000 sq ft95. In a restaurant, the mean annual salary of the4 chefs is $68,000, and the mean annual salaryof the 8 waiters is $47,000. What is the meanannual salary of all 12 employees?A. $47,000B. $54,000C. $55,500D. $57,500E. $61,00096. One week the price of gasoline dropped by$0.05 per gallon. Madison’s car travels27 miles each way to work, and her cartravels 30 miles on each gallon of gasoline.What were her total savings, to the nearestcent, over the 5-day work week?F. $0.23G. $0.25H. $0.30J. $0.45K. $0.5098. {1, 2, 3, 4, 5, 6}Company X wants to assign each employeea 3-digit ID number formed from digits inthe set shown above. No digit may appearmore than once in an ID number, and notwo employees may be assigned the same IDnumber. What is the greatest total number ofpossible different ID numbers?F. 20G. 120H. 180J. 216E. 72099. A rectangular floor is 12 feet wide and 16 feetlong. It must be covered with square tiles thatare 8 inches on each side. Assume there is nospace between adjacent tiles. If the tiles cost$8 each, how much will it cost to buy the tilesneeded to cover the floor?A. $24B. $64C. $192D. $2,304E. $3,456100. What is the greatest prime factor of 5,355?F. 17G. 51H. 119J. 131K. 153FORM B95THIS IS THE END OF THE TEST. IF TIMEREMAINS, YOU MAY CHECK YOUR ANSWERS TOPART 2 AND PART 1. BE SURE THAT THERE ARENO STRAY MARKS, PARTIALLY FILLED ANSWERCIRCLES, OR INCOMPLETE ERASURES ON YOURANSWER SHEET. ■

Sample Test – VerbalExplanations of Correct AnswersBFormScrambled ParagraphsParagraph 1 (RUQST)The first sentence in each paragraph is the given sentence.In this paragraph, the given sentence is a question,and R contains the answer—the song “Take Me Outto the Ballgame.” The choice of the next sentence is moredifficult. At first glance, it appears to be Q, which refersto the composer and lyricist of the song. S continues thattrain of thought by stating when the lyricist first attendeda ballgame, and T logically follows by referring to thecomposer, who attended a ballgame 20 years later. Theresulting four-sentence paragraph (RQST) is logicallycorrect, but the remaining sentence, U, cannot follow T.The subject of U (“it”) does not have a referent in T.Thus, U must appear earlier in the paragraph. U saysthat “it” is sung, so the pronoun must refer to a song.The only song title is in R. U must follow R to form paragraphRUQST, because that is the only order that has alogical place for U. This is an example of a paragraphthat is solved by viewing it as a coherent whole, morethan the connections between individual sentences.Paragraph 2 (TSURQ)The opening sentence states a problem: cowboys used rawhidefor their gear because they did not have chemicals tosoften it. One effective way to soften leather was createdby the gauchos of South America (T). The remaining threesentences describe how they did it. S begins with “They,”referring to the gauchos in T, and describes cutting a slotinto a piece of wood. The next step (U) was to insert aleather strip into the slot. R continues the process—pullingthe strip repeatedly through the slot. (Notice thatU, which refers to inserting the strip into the slot, mustprecede R, which occurs after the strip has been inserted.)The result is a soft, supple piece of leather (Q).Paragraph 3 (USTRQ)The opening sentence is about topographical maps. Uexplains how they differ from other maps and defines theterm “contour line.” S supplies another function of contourlines—to indicate the slope of the land. T explains inmore detail how contour lines indicate slope. The last twosentences are about the depiction of streams and otherwaterways. R says that blue lines represent waterways.Q explains how the course of a waterway can be revealedby V-shaped contour lines.Paragraph 4 (QSRUT)According to the given sentence, the jingle dress dance ispopular at Native American events. Q is next, describingthe steps of the dance, which cause the decorations on thedress to jingle (S). Sentence R describes what made thedresses “jingle” in the past—shells striking each other.“The modern jingle-dress” in U contrasts past and presentdresses, explaining that nowadays shells have beenreplaced by the lids of metal cans. T contrasts the soundsof the lids and shells.Paragraph 5 (SUTQR)The given sentence states what early European tradersthought about Africa, setting the reader up for a contrastingstatement. S fills that role, stating that laterEuropean travelers to Africa changed their impressions.The reason for that change is given in U—their visits toTimbuktu. The best sentence to follow U is T. Both U andT take place in the fifteenth century, and “these stories” inT refers to the travelers’ tales in U. T also names a specificexplorer, Benedetto Dei. Q begins with the pronoun“he,” which referrs to Dei. Only R is left, and it providesa good conclusion, both chronologically (ending with thenineteenth century) and in terms of content (the rise andfall of Timbuktu).SUQTR might seem correct, but it contains a grammaticalproblem. The “he” in Q has no referent in U. Anotherpopular choice, SUTRQ, is incorrect because the sequenceRQ does not make sense. R describes the decline ofTimbuktu, while Q describes it as a thriving metropolis.Logical Reasoning11. (C) Draw a grid to show who owned each pet. An Xindicates that the person does not own the pet. We aretold that Xing does not own the hamster.RaquelTiaraXingParrot Iguana HamsterThe question asks which option makes it possible to determinewho owns the iguana. For each option, mark theinformation on the grid and figure out whether you areable to identify the owner of the iguana. If you can’t figureit out, erase the marks and try the next option. For example,mark the information for Option A, writing “yes” toindicate that Tiara owned the hamster, and filling in X’swherever you can.Option AParrot Iguana HamsterRaquelXTiara X X yesXingXX96

Sample Test – VerbalExplanations of Correct AnswersBFormOption A does not allow us to figure out who owns theiguana—it could be either Raquel or Xing—so it cannotbe correct. Only Option C allows us to determine theiguana's owner. If Raquel owns the parrot and Xing doesnot own the hamster, then Xing must own the iguana.Option CParrot Iguana HamsterRaquel yes X XTiara X X yesXing X yes X12. (F) Draw a diagram to illustrate the relationshipamong the groups mentioned in the question: teachers,people who went to the lecture, and people who went tothe lecture and left early.Went to lectureTeachersLeft earlyNot at lectureOptions G, H, J, and K might be true, but not necessarily.Only Option F must be true, because none of theteachers left the lecture early.13. (D) According to statement 1, the towns of Elmont,Lendle, and Richland are connected by Highway 14.Draw a diagram to show this relationship.Elmont Lendle RichlandHighway 14We know that Highway 14 is closed from Elmont toRichland. This stretch of highway includes the town ofLendle.Statement 2 says that the town of Mopley is connected toLendle, but does not specify how it is connected. Mopleycould be connected to Lendle by another road (notnamed), or it could be somewhere on Highway 14.Not enough information is provided to determine whetherMopley is flooded, or whether Mopley can be reacheddirectly from Elmont, ruling out A and E. Highway 14connecting Elmont and Richland is flooded, but we cannotdetermine whether the towns themselves are flooded,ruling out B and C. Only Option D is valid. Highway 14between Elmont and Richland is closed because of flooding,so no one can drive to Lendle on Highway 14. (Notice thatthe location of Mopley isn't relevant to the correct answer.)14. (J) Neither condition places a contestant in a definiteposition. Rather, they give information about contestantsrelative to each other. From this information you caninfer the following:HighestStatement 1 Statement 2??? ???AliceAlice??? ???HuangMariah??? ???The question marks are placeholders for other contestants.(The diagram shows placeholders for 5 contestants becausethere is no information to determine anyone’s exact position.However, there are only 4 contestants: Alice, Sidney,Huang, and Mariah.) Notice that no information is givenabout Sidney’s airplane. For a question like this, in whichall of the information is relative, it is best to evaluate eachoption and determine which must be true. Options F, G, H,and K might be true, but not enough information is givento conclude they must be true. Only Option J must betrue. If Sidney finished second, then Sidney finished aheadof Huang and Mariah, and Alice won. Even though Huangand Mariah’s exact positions are unknown, the questioncan still be answered correctly.15. (A) The question gives the names of four new studentsand four older student partners. Your task is to matchthem up correctly. Draw a table to show the four studentpairs. Condition 1 says that Sandro and Whitney arepaired. Edgar, an older student, is not paired with Gloriaor Bai (Condition 3), so he must be paired with Henry.New students Bai Gloria Sandro HenryOlder student partners Whitney EdgarBai is not paired with Rakim (Condition 2), so Rakimmust be paired with Gloria, leaving Bai paired with Paola,which is Option A. To answer this question correctly, youmust keep track of which students are new and which areolder. Otherwise, you might incorrectly pair Paola withRakim (Option E)97

Sample Test – VerbalExplanations of Correct AnswersBForm16. (H) This question contains two conditional statements.You can put the two sentences together: WhenTomas is wearing a white shirt, he is also wearing a tieand black shoes. Thus, Option H must be true.The first sentence only tells us what will happen whenTomas wears his white shirt. It says nothing about whatwill happen when Tomas does not wear his white shirt.Therefore, it is incorrect to conclude that when Tomaswears a tie he is also wearing a white shirt. Likewise, thesecond sentence tells us only what will happen when Tomaswears a tie. It doesn’t tell us what will happen whenTomas does not wear a tie. We cannot conclude that wheneverTomas wears his black shoes he is also wearing a tie.17. (B) Draw a diagram like the one below. Eight yearsare shown because eight is the largest option. The questionstates that Jack played only the violin the first year. UnderYear 1, put an X to represent Jack’s instrument during thefirst year. The question does not state the order in whichJack played each instrument. Since he started with theviolin, and played violin for two years, add an X under thesecond year as well.Year 1 2 3 4 5 6 7 8Violin X XCelloBassJack played the cello and the bass for three years each, andhe never played more than two instruments during thesame year. One possibility is that he played the cello duringyears, 2, 3, and 4, as marked below. Jack could not havestarted playing the bass until year 3. After “Bass,” place anX under years 3, 4, and 5.Year 1 2 3 4 5 6 7 8Violin X XCello X X XBass X X XThis is one possible arrangement, and it requires five years.All other possibilities require at least five years. Option Bis correct.18. (K) This question asks you to match each driver witha car color and put the drivers in order. Because the questionasks for the driver at the far right, start with the informationabout the drivers. According to Statements 2 and3, Marquise stands to the right of both Anya and Jorge.There is no information about Patrick’s position. He couldbe in one of several possible positions. Based only on thisinformation, there are several possible orders (using thefirst initial of each driver).AJMP AJPM PAJMMaybe the colors of the cars will help to solve the problem.Patrick did not drive the white car (Statement 3), thesilver car (Statement 4), or the orange car (Statement 5).Therefore, Patrick must drive the brown car. The browncar was to the right of the orange car (Statement 1), butthat leaves two possible orders of cars, with an initialstanding for each color.OSBWOSWBThus, we cannot determine who stands at the far right,Patrick (the brown car) or Marquise (the white car), so theanswer cannot be determined (Option K).19. and 20. These directions differ from the directions forthe code in Sample Form A. They state that the positionof a letter is never the same as that of the word it represents.For example, in the first sentence, Q cannot represent“Are” because they are both first in their sentences.To answer these questions, you need not find out whatevery letter represents.19. (A) The letter Z appears in the first and second sentences,but not the third, so the word that it representsmust also appear in the first and second sentences, butnot the third. “Late” (Option C) is incorrect because itdoes not appear in the second sentence. “Again” (OptionD) is ruled out because the letter and word are in thesame position in the first sentence. The remainingwords—“are” and “we”—appear in the first and secondsentences, and neither word shares the same positionas the letter Z. Must we then conclude that the correctanswer is “cannot be determined from the informationgiven”? Not necessarily. The letter P is also common toboth sentences, but P cannot represent “are” because Pand "are" share the same position in the second sentence.Thus P must represent “we,” leaving Z to represent “are,”which is Option A.20. (K) The word “again” appears only in the first andthird sentences, as do the letters Q and H. There is noway to determine which letter represents “again,” so theanswer is Option K.98

Sample Test – VerbalExplanations of Correct AnswersBFormReadingNo Summer21. (B) The correct answer must incorporate all ofthe important elements of the reading passage, yet itmust not be overly broad. Options A and E are details,and Option D, while important, is not the main theme.Option C might look attractive, but the passage is aboutmuch more than agriculture in New England. Option Bbest incorporates the description of the strange summerof 1816 and its possible cause.22. (F) The correct answer requires you to make aninference based on information provided in the secondparagraph. Lines 15-16 state that farmers “preparedto plow and plant;” they “expected warm temperatures”(lines 16-17) and were “optimistic” (line 18). Thus,the correct inference is that the farmers expected theweather to be normal and expected their crops to grow,which leads to Option F. Options H and K are incorrectbecause the snow and cold weather actually worsenedgrowing conditions. The replanted crops were stuntedor destroyed (line 27), ruling out Option G. Option J isnot true; by July, the weather showed little improvement(lines 28-29).26. (K) Bessel’s theory is summarized in lines 54-57, andOption K restates his theory. Option F is contradicted bylines 35-37, and Option G summarizes the belief of “somereligious leaders” (line 40), not Bessel. Options H and Jwere not part of Bessel’s theory. The eruption of MountPinatubo occurred long after Bessel’s lifetime, so he couldnot have known about it.Samizdat27. (D) Option A mentions two important samizdat writers,but they are mentioned only in passing in the fourthparagraph and are not the main topic. Option B refersto all poetry published in the Soviet Union, not limited tosamizdat poetry, so it is too broad. Option C is incorrectbecause the Soviet Union had neither a free press nor afree society (lines 6-9). Option D is a good summary of thepassage, describing Soviet censorship and the samizdatresponse. Option E is a detail mentioned only briefly inthe first paragraph.28. (H) The earliest phase of samizdat is described inlines 35-36: “At first, samizdat focused mainly on literature,such as poetry and novels.” Only Option H, a shortstory, fits into this category. None of the other options arerepresentative of the earliest phase of samizdat, thoughthey might be examples of later stages.23. (C) The winter of 1816-1817 followed the meagerharvest of the summer of 1816. With many crops stuntedor destroyed (lines 27-28), one would expect food shortagesthe following winter, which is Option C. Option A is notmentioned. Options B, D, and E are contradicted byinformation in the passage.24. (J) Reread the fourth and fifth paragraphs tounderstand the phrase “the global nature of weather.”They explain how conditions in one part of the world(Indonesia) affected weather in another part of the world(New England), which is Option J. None of the otheroptions are supported by the passage.25. (B) To answer this question, assume that the “year ofno summer” was indeed caused by the eruption of MountTambora and the lingering dust in the atmosphere.Based on the information in the passage, what elsemight you expect to have happened? Option B seemspossible; dust from the volcanic eruption might haveblocked the sunlight and lowered temperatures in otherareas of the world. Options A, C, D, and E are not supportedby the passage.29. (B) To answer this question, you must read more thanthe sentence containing the phrase “a knock at his doorin the middle of the night” (lines 47-48). The fourth paragraphsays that Pasternak feared that he would appeardisloyal to the Soviet state. What did he fear? Lines18-19 state, “Most worried that they were being watchedby the government’s secret police.” The correct answeris most likely that Pasternak feared a visit by the secretpolice, which is Option B. The other options are mentionedin the passage but are not objects of fear, as thesecret police were.30. (J) The correct answer must be in the last paragraph,the only paragraph to mention computers (lines 66-70).The passage does not specify the content of the texts storedon computers, so Options F and G can be ruled out. DoctorZhivago was smuggled out by samizdat, not by computer,which eliminates Option H. Option J is the best answer,since storing and circulating texts via computers is moreefficient than typing or hand-copying samizdat texts.Option K is not mentioned.99

Sample Test – VerbalExplanations of Correct AnswersBForm31. (B) The answer to this question is not stated directlyin the passage but can be inferred from lines 16-19.Unsigned documents protected samizdat writers fromcapture and punishment, which is Option B. Options Aand E are not likely reasons—the materials were in factsmuggled outside the Soviet Union and copied over andover. Option C might look attractive, but the samizdatdocuments were unsigned to protect the identities of thewriters, not of the secret police. Since all samizdat documentswere unsigned, that was not a factor in judgingtheir trustworthiness (Option D).32. (F) The answer is found in lines 71-75. The correctanswer, Option F, makes the connection between theabolishment of censorship and subsequent freedom of thepress, which eliminated the need for samizdat. The passagedoes not support Options G or K, and it contradictsOption H. Option J is not the reason that samizdat networksended.Camera33. (D) Options A, B, and C are mentioned in passing,but they are not the themes of the passage. Option Eis mentioned only in the last paragraph. Option D bestdescribes what the passage is about—early versions ofthe concealed camera, examples of its uses, and its rolein spy craft.34. (K) The answer, Option K, is found in lines 9-11.Despite the name of the camera, amateur photographers,not detectives, used this camera.35. (D) The correct answer, Option D, is found in lines9-12. Early detective cameras resembled boxes (Option A),but that was not their purpose. Options B, C, and E referto other kinds of cameras, not early detective cameras.36. (J) According to lines 21-25, the camera with mirrorsallowed the photographer to aim the camera in one directionwhile photographing something in another direction(Option J). Options F and G refer to early detective cameras,not the camera with mirrors, which resembled anordinary camera. Option H describes a different use forcameras, as presented in the third paragraph. Option Kis not mentioned.37. (A) The correct answer is found in lines 17-19.Option A restates the idea that people were no longerdeceived by detective cameras. None of the other optionsis supported by the passage.38. (G) Reread the third paragraph to understand the“idea” in line 40. The attempt to use pigeons to photographthe enemy’s army position was impractical, but the“idea behind it”—taking photographs from overhead,without detection—was practical, which is Option G. Thepassage gives the example of satellite-mounted camerasto illustrate its practicality. Options F and J were truefor photography in general, not to "the idea" in line 40.Option H describes a use for aerial photography, not the“idea.” Option K refers to the impractical attempt, not tothe idea behind it.Pueblo39. (D) Option A cannot be the theme because only thefirst paragraph discusses how weather conditions affecttree growth. Option B is too broad to be the theme of thepassage, which focuses on Pueblo and Hopi villages. Thereason for the abandonment of the Pueblo villages (OptionC) is mentioned only in the last paragraph, so it is not thetheme. Option D, “how tree-ring dating can establish theage of archaeological findings,” offers a good summary ofthe entire passage, which explains the science of tree-ringdating, followed by several examples. Option E cannotbe correct. The passage does not mention other datingmethods, nor does it claim that tree-ring dating is the bestmethod for determining dates.40. (K) This question requires you to understand theestablished chronology (line 50) and “floating” chronology(line 53) and to draw an inference about the “key” beam,based on information in the passage. Option F is true,but can be proved without a “key” beam. The passagedoes not mention Options G, H, and J. Option K is correct.The “key” beam, with its overlapping ring patternsof the established and “floating” chronologies, allowedarchaeologists to connect the two chronologies.41. (B) The trees in the question share an identical patternof a very wide band followed by two narrow bands,showing that both trees were alive during that three-yearperiod, although they were planted and cut at differenttimes. Options A and B can be evaluated by assigningarbitrary years to the three shaded rings—for example,10, 11, and 12. (It does not matter what numbers youchoose, as long as they are used consistently.) Countingout from the shaded rings, Log 1 was cut in the year 16,while Log 2 was cut in the year 13. Thus, Log 2 was cutbefore Log 1 (Option B). Option C contradicts the reasoningbehind tree-ring dating and cannot be correct. Thereis no way to determine which log came from the fastergrowingtree, ruling out Options D and E.100

Sample Test – VerbalExplanations of Correct AnswersBForm42. (G) This question requires you to choose the correctanswer based on information that is not directly stated.Evaluate each option to determine whether tree-ring datingwould be useful for that purpose. The passage givesno information about the kinds of trees, so Option F isnot correct. Lines 10-12 support the correct answer that“tracking the historical sequence of weather cycles in aregion” (Option G) is both possible and useful using treeringdating. Lines 62-65 also support Option G. Read theremaining options to make sure that Option G is the bestanswer. Options H and K cannot be answered by tree-ringdating. Comparing growing seasons around the world isnot possible (Option J), since only one part of the world,the southwestern United States, is discussed with relationto tree-ring dating.43. (A) We must refer to several parts of the passage toanswer the question. The second paragraph states thatarchaeologists had established a continuous tree-ringchronology going back to a.d. 1260, based on ring patternsof trees with overlapping lifetimes (the “established”chronology). The third paragraph, where the quotationappears, describes the development of a “floating” chronologythat did not overlap the established chronology. Thefact that they did not overlap implies that the years ofthe floating chronology preceded the years of the establishedchronology, which is Option A. Option B cannot betrue because the logs used in Oraibi went as far back asa.d. 1260, but no further. The remaining options do notexplain the archaeologists’ conclusion.44. (H) The abandonment of the Pueblo villages is mentionedin lines 24-25 and line 36, but only in the context ofdetermining when the villages were occupied. The reasonfor their abandonment is not brought up until the lastparagraph, where the author suggests that the villagersleft their homes to find a more hospitable climate (lines63-65). This is restated in Option H, the correct answer.Options F, G, J, and K might sound reasonable, but thereis no evidence in the passage to support them.46. (K) After volunteers said the required words,researchers assessed how happy the volunteers felt(lines 25-28), which is Option K. Option F is relatedto the theory, but was never carried out. Option G isruled out because volunteers who smiled were not in thegroup that said words like “few” (lines 25-28). Option His contradicted by lines 23-24. The volunteers, not theresearchers, placed their own facial muscles into smilesor frowns (lines 21-23), eliminating Option J.47. (A) In the first paragraph, Darwin’s theory isdescribed as controversial and impossible to prove, and itthus never gained acceptance (lines 10-12). Option Abest summarizes this idea. Options B and D are contradictedby the passage. Options C and E don't answer thequestion.48. (H) Volunteers who said words such as “cheese” weremeasurably happier than volunteers who said otherwords (lines 25-28), implying that the act of smilingleads to feelings of happiness. According to the theoryin lines 33-36, a smile may lower the temperature of theblood flowing to the hypothalamus (lines 44-47), whichis Option H. Options F, J, and K are contradicted by thepassage. Option G is not mentioned.49. (A) The notion of a smile in one’s heart (lines 19-20)signifies a feeling of happiness. Consciously smiling canproduce a smile in one's heart, which is Option A. Noneof the other options correspond to this “notion.”50. (G) The hypothalamus is an area of the brainbelieved to regulate emotions (lines 40-41). Regulatingand managing emotions are the same process, and thusOption G is the best answer. None of the other optionsis supported by the passage. Option H may seem attractive,but the passage theorizes that the act of smiling, notthe hypothalamus, changes the temperature of blood.Smiles45. (A) Options B and D are important details, not themain theme. Option C is too broad. The passage is abouttesting only one theory on the relationship between emotionsand facial expressions, not about the use of facialexpressions in any type of research. Option A is best. Itis broad enough to encompass Darwin’s theory and moremodern theories, and it correctly identifies the issue, thecausation of emotions. Option E is a detail mentionedonly in the last paragraph.101

​​​Sample Test – MathematicsExplanations of Correct AnswersBForm51. (E) ____ 4.5 ​ 3 0.22 5 45 3 0.22 5 9.90.152. (K) First, find the ratio of red to green to bluepencils: 480:240:160 5 6:3:2Since 6 1 3 1 2 5 11, multiply each value by2 (because 2 3 11 5 22) to get the number ofeach color pencil in a set of 22 randomlychosen pencils: 12 red, 6 green, 4 blue57. (B) Write 0.75 as a fraction in lowest terms to find75the least value of x: 0.75 5 ​ ____100 ​ 5 ​ 3__4 ​So, the least possible positive integer valueof x 5 3.(58. (H)​ ___________ 51)( 51)17 • 17 • 17 ​ ​ _________ ( 3)( 3)​ ​ ____ 917 17 ​53. (D) The quickest solution is to first “round up” from46 hours to 48 hours, because 48 hours is2 full days. Thus, 48 hours after 9:30 p.m. onFriday would be 9:30 p.m. on Sunday. Sincethe question asks for 46 hours, subtract 2 hoursfrom 9:30 p.m. Sunday to get 7:30 p.m. Sunday.54. (F) The cost for one child’s supplies is:$1.09 1 2($0.59) 5 $2.27Divide the total money available ($15) by thecost for one child’s supplies ($2.27) to get thenumber of children that can be provided withthe supplies: $15 4 $2.27 5 6.6…You do not need to complete the division,because the number of children must be awhole number. Six children can be providedwith the complete requirement of supplies.55. (A) First, simplify the inequality:x 1 7 < 23x < 16The positive integers that satisfy the inequalityare 1, 2, 3, …, 14, 15. (We cannot include 16because x must be less than 16.) 15 positiveintegers satisfy this inequality.56. (J) The area of triangle MPR is equal to half thearea of rectangle MNQP. So, the area of MPRis also equal to the area of triangles MNP 1RPQ. Point P is the midpoint of side ____​ NQ​, sotriangle MNP is equal in area to triangle RQP.Thus, triangle MPR 5 2(RQP). The area of theunshaded region is the sum of the areas of trianglesMPR and MNP.MNP 5 RQP 5 24 sq cmMPQ 5 2(RQP) 5 48 sq cmThus, the area of the unshaded region is24 1 48 5 72 sq cm59. (C) To find the average, multiply each number ofsongs by the number of radio stations. Thenadd those products and divide by the totalnumber of radio stations:_____________________________________________(14 • 8) 1 (15 • 4) 1 (16 • 4) 1 (17 • 5) 1 (18 • 9)305 ​ __________________________112 1 60 1 64 1 85 1 162​305 16.160. (F) |190 – 210| |19 – 21| x 100| 20 | | 2 | x 10020 2 x 100x 7861. (B) Use proportions to make the conversions:​ ​ ​ ​Lorgs to dollars____ 140x 5 __ 717x 5 140 x 5 $20Dalts to dollars___ 16x 5 ____ 0.510.5x 5 16 x 5 $32Total dollars 5 20 1 32 5 $5262. (G) The question asks for the number of childrenwith blond hair or brown eyes, but not both.According to the chart, 18 children have blondhair and blue eyes, and 15 children have browneyes and black hair. 18 15 33 childrenwith blond hair or brown eyes, but not both.63. (A) The only item on the chart that is priced above$75 is the rain coat. Only one rain coat waspurchased. Calculate the sales tax on theprice of that rain coat:$102 3 0.06 5 $6.12102

​​​​​Sample Test – MathematicsExplanations of Correct AnswersBForm64. (K) The values in the problem can be grouped into 68. (F) It may be easier to see the order of the3 terms that each contain a positive and negativevalue: ( 2, 4), ( 6, 8), ( fractions by changing them to mixed22, 24). Arrangenumbers or decimals:the terms into 2 rows to determine the patternand find the missing terms:3 ​ 5 3​ 2__ ​5 3.666…___ 113 2 6 … 22___ 2574 8 … 24​ 5 3​ 4__ ​5 3.57…7___ 18The values in the top row are decreasing by5 ​ 5 3​ 3__ ​5 3.654, while the values in the bottom row areThe smallest fraction is ​___25 ​, followed by ​18 ___7 5increasing by 4. Fill in the remaining values:​,and finally ​___113 2 6 10 14 18 ​.224 8 12 16 20 2469. (D) First, find the sale price of the dress. If it is onTo find the sum, combine the terms as follows:( 2 1 4) 1 ( 6 1 8) 1 ( 10 1 12) 1 … 1 ( 22 1 24)sale for ​__1 ​off the original price, the sale price3Note that each pair of parentheses sums to 2.is ​2__3 ​of the original price: $450 3 ​ 2__3 ​ 5 $300Count the number of pairs of parentheses (6)and multiply to find the final answer:Alia has a 10% discount on the sale price. 10%of $300 is $30, so the discounted price will be:2 1 2 1 2 1 … 1 2 5 6(2) 5 12$300 2 $30 = $270Next, calculate the sales tax on the discounted65. (B) The pitcher originally contained 44 ouncesprice: $270 3 0.06 5 $16.20of juice (32 12). If x ounces of grapefruitjuice is added, the pitcher now containsSo, the total cost that Alia pays for the dress is:44 x ounces of juice. 12 x ounces of that$270 1 $16.20 5 $286.20is grapefruit juice, which makes up ​__1 ​of the3entire juice mix. Use that information to setup a proportion to solve for x:70. (H) The tallest tree (T) goes in the middle, so thereis only 1 possible location for that tree. The_______ 12 x44 x ​ ​ __ 13 ​next two tallest trees (call them a and b) goon either side of the tallest tree, so there are 23(12 x) 44 xpossible options (aTb and bTa). The final two36 3x 44 xtrees (c and d) go on either side of the set2x 8(caTbd, daTbc, cbTad, dbTac). So, there are 4different ways to arrange the trees.x 4 ouncesYou could also use the counting principle to66. (J) To find the median, first count the number ofsolve this: 1 3 2 3 2 5 4tests (Xs) in the figure, which is 17. The medianis the middle value. The middle value of 17is 9. Counting from the left, find the ninth X in 71. (C) The question asks for integers that are notthe figure to determine the median score (80).divisible by 2 or 3. Since all even numbers aredivisible by 2, begin by listing the odd integersin this set:67. (C) If the ratio is 5 ounces of gasoline to 6 ounces ofoil, then gasoline makes up ​___513, 15, 17, 19, 21, 23, 25, 27, 29​ of the fuel mix.11Use a proportion to calculate the number ofThen, eliminate those integers that are multiplesof 3. The remaining integers are:ounces of gasoline (x) in 33 ounces of mix:13, 17, 19, 23, 25, 29___ x33 ​ ​ ___ 511 ​ x 15 ounce The answer is 6.103

​Sample Test – MathematicsExplanations of Correct AnswersBForm72. (K) Since 714 is even, factor out a 2:77. (B) The formula for the circumference of a circle714 2 • 357. The sum of the digits of 357 isis C = 2rπ. Let f be the radius of the front tire15, so we know 357 is a multiple of 3:and b equal the radius of the back tire. Then714 2 • 3 • 119the circumference of the front tire would beFinally, 119 is divisible by 7, so2fπ and the circumference of the back tire714 2 • 3 • 7 • 17would be 2bπ.Since it takes the front tire 3 revolutions forevery 1 revolution of the back tire, the circumferenceof the back tire must be three times73. (A) Since R S is odd, then one of the two variables(R or S) must be odd and the other mustthe circumference of the front tire:be even. Similarly, since T – S is odd, one ofthe two variables must be odd and the other2bπ = 3(2fπ)must be even. Since S is common to bothb = 3fexpressions, if S is odd, then R and T are bothThus, the radius of the back tire (b) is 3 timeseven; and if S is even, both R and T are odd. Itlarger than the radius of the front tire (f).is not possible to determine which of the twopossibilities is true, so Options C, D, and E canbe eliminated as the correct answer.78. (G) First, calculate the three possible values of q:Option B (S T) can be eliminated because ifT – S is odd, then S T is also odd.If n 5 1, then q 5 ​ ___ 1​5 ​ 1__3 1 3 ​.Option A (R T) is the only possible answer.If R and T are both odd, then R T is even. IfIf n 5 2, then q 5 ​ ___ 1​ 5 ​ 1__3 2 9 ​.R and T are both even, then R T is even.If n 5 3, then q 5 ​ ___ 1​5 ​ ___ 13 3 27 ​.74. (J) Calculate the locations of points E and F onThe least value of r will occur when q is thethe number line using the midpoint formula:smallest (q 5 ___ 1 ​). So, the least possible value27Point E (point A point C) 2 ​ _______ 4 6​ 12of r is: r 5 3(​ ___ 127 ​) 1 2 5 ​ 1__9 ​ 1 2 5 2​ 1__9 ​Point F (point B point D) 2 ​ ________ 2 10​ 42Now calculate the length of ___79. (B) |(​ EF​: 4 – 1 3 units 6) – ( 5) 4| – |3 – 11| 5|3| – | 8 | 5 3 – 8 5 575. (C) Lily has a coupon for 30% off, which meansshe will pay 70% of the regular price80. (G) Create a proportion to calculate the total(100% 30% 70%). Lily will paynumber of gallons of paint used:$2.90 • 70% $2.03 for this bag of candy._______________Gallons of blueTo calculate the price per ounce, divide thetotal gallons ​ 5 ​ ______ 88 3 ​ 5 ​ __ 6x ​final price Lily pays by the number of ouncesin the bag:8x 6(11)$2.03 12 $0.16917, which rounds to $0.17x 8​1__4 ​ gallons76. (K) z – ​ __ 13 ​ z 5 1281. (D) Of the fractions listed in the options​2__3 ​ z 5 12__​ 1 2 ​, ​ 1__3 ​, ​ 1__4 ​, ​ 1__5 ​, and ​ 1__6 ​ , ​1__3 ​ and ​ 1__ ​are the only fractionsthat can be written as repeating deci-6z 5 ​ ___ 362 ​ 5 18 mals. Adding a non-repeating decimalto a repeating decimal will result in a104

​Sample Test – MathematicsExplanations of Correct AnswersBFormrepeating decimal. Thus, the correct answermust contain two non-repeating decimals,which is option D: ​__1 4 ​ ​ 1__5 ​82. (J) 1 L 1,000 mL1 L (1,000)(1,000) cu mm 1,000,000 cu mm83. (B) If the song is 5 minutes long, then it could beplayed up to 60 4 5 5 12 times per hour. Thereare 9 hours between 8:00 a.m. and 5:00 p.m.So, the song could be played up to 12 3 9 5 108possible times between the given hours. Sincethe song is played 6 times per day, the probabilityof Samantha hearing the song is ​____6108 ​ 5 ​ ___ 118 ​.84. (F) To find the speed of the plane, divide the milestravelled by the number of hours:First leg: 900 miles 4 2 hours 450 mphSecond leg: 1,400 miles 4 2​1__ ​ hours 560 mph2The question asks how much greater thespeed was in the second leg than in the first,so subtract: 560 – 450 110 mph85. (B) Let x be the number of gallons of water the tankholds when completely full. Use the informationin the first sentence to set up the equation:​4__5 ​x ​ 1__ ​x 213___ 1215 ​x – ​ ___ 5​x 21157x 15 • 21x 45 gallons86. (J) First, set up an equation to express Tom’s age(T) and Jordan’s age (J) today:T ​1__4 ​ JTwo years from now, Tom’s age will be T 2and Jordan’s age will be J 2. Use that informationand the information from the secondsentence in the question to set up an equationabout the relationship between Tom’s age andJordan’s age in two years:T 1 2 5 ​1__ ​ (J 2)3Simplify the above equation for T:T ​__1 (J 2) – 23Now, set the two equations equal to each otherand solve for J:​1__4 J ​ 1__ (J 2) – 23​1__4 J ​ 1__3 J – ​4 __3 ​Multiply both sides of the equation by thecommon denominator (12):12 (​1__4 J) 12 (​ 1__3 J – ​ 4__3 ​)3J 4J – 16J 1687. (C) First, simplify N: N 5 (3 2 8 1 4) 5 ( 1) 5 1Then, find |N|: |N| 5 |1| 5 188. (G) First, find the amount by which Joe is currentlyexceeding the speed limit of 55 miles per hour:65​1__2 ​ 55 10​ 1__2 ​ mphHe increased his speed at a rate of 1​__1 2 ​ mpheach half-minute, or 3 mph every minute.To determine how many minutes he has beenexceeding the speed limit, divide:10​1__2 ​ 3 ​ 7__2 ​ 3​ 1__2 ​ minutes89. (A) The question asks for the number of positivetwo-digit numbers evenly divisible by 4. Thesmallest such number is 12 (4 3), and thelargest is 96 (4 24). Thus, the two-digitnumbers evenly divisible by 4 are 4 3,4 4, 4 5, and so on up to 4 24.To find how many such numbers there are,subtract the lowest value from the greatestvalue: 24 – 3 21.However, since each endpoint is included(4 3 and 4 24), add 1 to that value to getthe exact count of the numbers: 21 1 22105

Sample Test – MathematicsExplanations of Correct AnswersBForm90. (H) The left side of the given equation(xy 1 xz 5 100) must be rearranged to look like​x __ ​ (3y 1 3z) 1 10 to get the answer.5First, factor out the x: x (y 1 z) 5 100Next, multiply both sides of the equation by 3:3x (y 1 z) 5 3(100) x (3y 1 3z) 5 300Then, divide both sides by 5:​1 __5 ​ x (3y 1 3z) 5 ​ ____ 3005 ​ ​x __ ​ (3y 1 3z) 5 605Finally, add 10 to both sides:​x __ ​ (3y 1 3z) 1 10 5 705Now that the left side looks like the expressionin the question, the answer is the number onthe right side (70).91. (D) The volume of the container is10 10 10 1,000 cubic feet. Since it isalready half full at 9:00 a.m., it will beginto overflow after 500 cubic feet of water isadded to it.7 cubic feet of water are being added perminute, but 2 cubic feet of water leak out perminute. That means 7 – 2 5 cubic feet ofwater are being added to the tank each minute.500 cubic feet 5 cubic feet per minute 100 minutes100 minutes is equal to 1 hour 40 minutes.1 hour 40 minutes after 9:00 a.m. is 10:40 a.m.92. (G) Angle PQR and the marked 40° angle arevertical angles and thus are congruent, soangle PQR is 40°. Similarly, angle QRP is45° because it is a vertical angle with the onemarked 45°. Given those two angles, calculatethe third angle of triangle PQR (angle RPQ):40 1 45 1 RPQ 5 180RPQ 5 95Angle RPQ and angle x are supplementary,which means they sum to 180, sox 5 180 2 95 5 85.Similarly, angle y and angle QRP aresupplementary, so y 5 180 2 45 5 135.Thus, the value of y 2 x 5 135 2 85 5 5093. (A) Each chair costs Arnold $150 to make, and hesells the chair for $275. His profit is found bysubtracting the cost from the price:$275 $150 $125 per chairIf Arnold makes and sells 25 chairs in a week,his initial profit is 25 • $125 $3,125. However,Arnold has additional fixed expensesof $1,250 per week, so this cost must also besubtracted. Thus, his final profit is:$3,125 $1,250 $1,87594. (H) First, calculate the area of the entire lot:75 3 100 5 7,500 sq ftThere are 12 equal-sized squares, so eachsquare is equal to 7,500 ÷ 12 = 625 sq ft.From the figure, it appears the building(shaded region) covers 1 full square, 1 halfsquare,and 2 quarter-squares, for a total of2 full squares (1 1 ​1__2 ​ 1 2(​ 1__ ​) 5 2). Two full4squares are equal to 625 1 625 5 1,250 sq ft.To find the area that is not shaded, subtractthe area of the building from the area of theentire lot: 7,500 – 1,250 = 6,250 sq ft, whichrounds to 6,000 sq ft.Remember that the question asks you to findout about how many square feet and notexactly how many square feet.95. (B) To find the mean salary for all 12 employees,find the sum for each group. Thus, 4 peopleearned a total of $272,000 and 8 people earneda total of $376,000. Use the mean formula:648,000272,000 376,000 5 ​________​ $54,00012106

​Sample Test – MathematicsExplanations of Correct AnswersBForm96. (J) Madison’s car travels 27 miles one way to work,so it travels a total of 54 miles per day. In 5days, it travels 5 3 54 5 270 miles. Her cartravels 30 miles on each gallon of gas, so it uses____ 270​ 5 9 gallons of gas per week. To find the30total savings, multiply the number of gallonsby the savings per gallon:9 gallons • $0.05 5 $0.4597. (E) Let m 5 Marta’s age now, and k 5 Kim’s agenow. Then 5 years ago, Marta’s age wasm 2 5, and Kim’s age was k 2 5. Using theinformation in the question, set up theequation to solve for k:k 2 5 5 2(m 2 5)k 5 2(m 2 5) 1 598. (G) Using the counting principle, the first digithas 6 possible values (1 through 6). Thesecond digit then has 5 possible values, andthe third digit has 4 possible values. So thetotal number of possible different ID numbersis 6 3 5 3 4 5 120.99. (E) Since the floor measurement is in feet and thetile measurement is in inches, change inchesinto feet:88 in. ​ ___12 ​ ​ 2__3 ​ ftThe floor is 12 ft wide. To find the number oftiles needed along the width of the floor, dividethe width by the size of a tile:12 ft ​2__3 ​ 12 • ​3__ ​ 18 tiles2The floor is 16 ft long. Find the number oftiles needed along the length of the floor:16 ft ​2__ ​ 24 tiles3To find the total number of tiles needed, multiplythe number needed along the width by thenumber needed along the length:18 • 24 432 tilesTo find the total cost, multiply the total tilesby the cost per tile: 432 tiles • $8 $3,456100. (F) First, find the prime factorization of 5,355:5,355 5 5 • 1,071 5 5 • 9 • 119 5 3 2 • 5 • 7 • 17The greatest prime factor is 17.Answer Key for Sample Form BParagraph 1R U Q S TParagraph 2T S U R QParagraph 3U S T R QParagraph 4Q S R U TParagraph 5S U T Q R11. C12. F13. D14. J15. A16. H17. B18. K19. A20. K21. B22. F23. C24. J25. B26. K27. D28. H29. B30. J31. B32. F33. D34. K35. D36. J37. A38. G39. D40. K41. B42. G43. A44. H45. A46. K47. A48. H49. A50. G51. E52. K53. D54. F55. A56. J57. B58. H59. C60. F61. B62. G63. A64. K65. B66. J67. C68. F69. D70. H71. C72. K73. A74. J75. C76. K77. B78. G79. B80. G81. D82. J83. B84. F85. B86. J87. C88. G89. A90. H91. D92. G93. A94. H95. B96. J97. E98. G99. E100. F107

Sample Problems ForGrade 9 MathematicsgradeDIRECTIONS: This section provides sample mathematics problems for the Grade 9 test forms. Theseproblems are based on material included in the New York City curriculum for Grade 8. (The Grade 8problems on sample forms A and B cover mathematics material through Grade 7.) General directionsfor how to answer math questions are located on pages 50 and 88. There is no sample answer sheet for thissection; mark your answers directly on this page or on a separate piece of paper.91.2.STUDENTS OWNING PETSNumber ofPets Owned012345Number ofStudentsThere are 20 students in a class. Thefrequency table above shows the number ofthese students that own 0, 1, 2, 3, 4, or 5 pets.What is the mean number of pets ownedper student in this class?A. 1​1__2 ​B. 3C. 3​1__3 ​D. 4E. 5 rSxTu573401V3.Define the operation as follows:a ■• ( b =ac( b , where b and c are not zero.cIf 2 ■• ( 4 = 3 x, what is the value of x?2((A. 1B. 2C. 3D. 6E. 12 (4. If (4 3 )(8 2 ) 2 x , what is the value of x?5.F. 12G. 10H. 7J. 6K. 5M00-103■•M 3 cm N4 cm5 cmZ6 cm– 2– 1 0 1On the number line above, which letter couldrepresent the location of x 2 ?F. RG. SH. TJ. UK. VRx cmIn____the figure above, all lines are straight.​MP​and ____RN​intersect ​ at point Z. What is thevalue of x?A. 3B. 33 __5 ​C. 4D. 44 __5 ​E. 5 P108

6. Raul has two containers. One is a cylinderwith an inner radius of 4 inches and an innerheight of 8 inches. The other is a cube withinner height, width, and length each equal to8 inches. The cylinder is filled with water andthe cube is empty. If Raul pours the contentsof the cylinder into the cube, how deep will thewater be in the cube?F. 2 in.G. __ 2 ​p in.3H. 4 in.J. 2p in.K. 4p in. 7. The translation of point P (3, 5) to P9 (5, 2 3) isequivalent to rotating point P by which of thefollowing clockwise rotations about the origin?A. 45°B. 90°C. 135°D. 180°E. 225°8. If (12.6 3 10 18 ) 2 (1.1 3 10 17 ) 5 k 3 10 19 ,what is the value of k?F. 0.016G. 1.150H. 1.249J. 11.500K. 16.0009.Amountof Water(in gallons)3,0002,5002,0001,5001,000500WATER IN POOL0 1 2 3 4 5 6Time (in hours)A swimming pool is being filled with water ata constant rate. The figure above is a portionof a graph that shows how the number ofgallons of water in the pool changes over time.Starting with an empty pool, at the end ofhour 5 there are 2,000 gallons in the pool.If the pool continues to fill at this rate, howmuch water will be in the pool at the end ofhour 20? (Assume that the pool holds a totalof 100,000 gallons.)A. 5,600 gal.B. 6,000 gal.C. 8,000 gal.D. 40,000 gal.E. 80,000 gal.10. Let (x, y) " (x 1 10, y 2 10). Using that rule,if (n, r) " (100, 100), what is (n, r)?F. (90, 90)G. (90, 110) M04-067H. (100, 100)J. (110, 90)K. (110, 110) 11.0.8 cm 1.0 cm4 cm xIn the figure above, what is the value of x?A. 1 cmB. 1.2 cmC. 3.2 cmD. 4 cmE. 5 cm 109

12. Straight line k passes through the point( 2 3, 4) with an x-intercept of 3. What is theequation of line k?F. y 5 2 } 3 2 } x 1 3G. y 5 2 } 2 3 } x 2 3M06-063BH. y 5 2 } 2 3 } x 1 2J. y 5 2 } 1 3 } x 1 315.p__q ​, p 1 q, p 2 q, p2 1 q 2 ,p 2___q 2​1If p 5 q 5 ____√​ _ ​ , which one of the expressions2​above does not represent a rational number?A.p__q ​B. p 1 qC. p 2 q13.K. y 5 } 2 3 } x 2 2yD. p 2 1 q 2E.p 2___q 2​OPy 15x 45The line defined by the equation y 15x 45intercepts the x-axis at point P as shownabove. What are the coordinates of point P?A. (45, 0)B. (3, 0)C. ( 3, 0)D. (0, 3)E. (0, 45)14. Seven consecutive integers are arrangedin increasing order. Their sum is 7k.What is the value of the second integerin terms of k?F. k 2 6G. k 2 2H. kJ. k 1 1K. 7k 2 6x16. A tiny robot sits on the point (1, 2 2) of thecoordinate plane. At each flash of a blue light,it moves 4 units to the right and 5 units down.At each flash of a red light, it moves 1 unit tothe left and 4 units up. If, at the end of 15 redflashes and n blue flashes, the robot is sittingon the line y 5 x, what is n?F. 5G. 8H. 14J. 15K. 4417. |x 2 1| 3|x 1 2| 4How many integer values of x satisfy bothinequalities shown above?A. 0B. 1C. 3D. 4E. 5110

Explanation of correct answersGrade 9 Mathematicsgrade91. (A) First, determine the total number of pets thatthe students own by multiplying the number ofpets owned by the number of students in eachrow of the table. Then add that column to getthe total number of pets.Number ofPets OwnedNumberof StudentsNumber of Pets 3Number of Students0 5 01 7 72 3 63 4 124 0 05 1 5Total: 30Now, calculate the mean by dividing the totalnumber of pets owned by the total number ofstudents:​___3020 ​ 5 1​ 1__2 ​2. (J) Since x is a negative number between 1 and 0,assign a value to x in that range and calculate x 2 .For example, let x 5 2 ​2__3 ​. Then x2 5 ​4__ ​, which9roughly corresponds to point U.3. (C) ​ _____ 2(4/x) ​ 5 ​ __ 32 ​2 • ​x __4 ​ 5 ​ 3 __2 ​2x 5 6x 5 34. (F) Begin by finding a common base for each term.In this case, the common base is 2.4 5 2 28 5 2 3(4 3 )(8 2 ) 5 (2 2 ) 3 (2 3 ) 25 (2 6 )(2 6 )5 2 12So, x 5 12.Alternatively, you could multiply the left side ofthe equation and then factor it:(4 3 )(8 2 ) 5 (4 3 4 3 4)(8 3 8)5 (2 3 2 3 2 3 2 3 2 3 2) (2 3 2 3 2 3 2 3 2 3 2)5 2 125. (B) Each triangle is a right triangle, and theangles formed at point Z are congruentbecause they are vertical angles. Thus, thetwo triangles are similar by definition. Set upthe following proportion between similar sidesto find x:5__3 ​5 __ 6 x​5x 5 18x 5 18 ___5 ​5 3 3__5 ​6. (J) First, calculate the volume of the cylinder:V = πr 2 h 5 π(4) 2 (8) 5 128π cubic inchesThe volume of water in the cube will be thesame as the volume of water in the full cylinder.Use the volume formula of a cube to calculatethe depth (h) of the water in the cube:V 5 lwh128π 5 (8)(8)h128π = 64h2π = h111

Explanation of correct answersGrade 9 Mathematics9grade7. (B) If the coordinates of a point labeled R are (a, b),then a 908 counterclockwise rotation aboutthe origin would make the coordinates of pointR9 ( 2 b, a). A 908 clockwise rotation about theorigin would make the coordinates of R9 (b, 2 a).In the question, P is (3, 5) and P9 is (5, 2 3).Using the rule stated above, P9 is the imageafter point P is rotated 908 clockwise.Alternatively, it may help to make a sketchof this problem. Place the two points onthe coordinate grid: Point P is in the firstquadrant, and point P9 is in the fourthquadrant. Draw a line from each point to theorigin. The angle formed at the origin shouldresemble a right angle, which is option B (908).yP (3, 5)xP9(5, – 3)8. (H) In order to add or subtract two numbers inscientific notation, the exponent on the 10 mustbe the same. Since the question asks for thevalue of k 3 10 19 , change both terms into thissame power of 10:12.6 × 10 18 5 (1.26 3 10) 3 10 18 5 1.26 3 10 191.1 × 10 17 5 (0.011 3 10 2 ) 3 10 17 5 0.011 3 10 19Now, perform the subtraction:(1.26 × 10 19 ) 2 (0.011 3 10 19 )5 (1.26 2 0.011) 3 10 195 1.249 3 10 19Thus, k 5 1.2499. (C) At the beginning (hour 0), the pool is empty.After 5 hours, the pool holds 2,000 gallons.Thus, the rate of change (or slope of the line)2,000 − 0is ​ _________5 − 0 ​ 5 ​ ______ 2,000​ 5 400 gallons per hour.5To find the number of gallons after 20 hours,multiply the rate by the number of hours:400 3 20 5 8,000 gallons.10. (G) Using the translation equation given in thequestion, set up two small equations to findn and r:For n:x 1 10 5 100x 5 90For r:y – 10 5 100y 5 110So, (n, r) 5 (90, 110)11. (A) Because both triangles are right triangles thatshare a vertex, they are similar. To find x, setup a proportion using the two known sides ofeach triangle:________ (4 1 x)1.0 ​5 ____ ​ 40.8 ​0.8 (4 x) 5 1.0 (4)4 1 x 5 5x 5 112. (H) An x-intercept of 3 means the point (3, 0) is online k. Using (3, 0) and (2 3, 4), calculate theslope (m) of the line:(420)m 5 ​ _______( 2 323) ​ 5 ​ 4__6 ​ 5 ​2__3 ​The equation of line k must contain slope ​2__3 ​ ,so only Options G and H are potentially correct.Next, find which of the two equations is true forthe point (3, 0). To solve, substitute 3 for x ineach equation and find the one in which y 5 0.112

​Explanation of correct answersGrade 9 Mathematics9gradeOption G: y 5 ​2__3 ​(3) − 3 5 2 2 2 3 5 2 5Option H: y 5 ​2__3 ​(3) 1 2 5 2 2 1 2 5 0Option H is the correct answer.13. (B) Since P is on the x-axis, we know its y-valuemust equal 0. Use that in the equation tosolve for x:y 5 15x – 450 5 15x – 4545 5 15x3 5 xSo, the coordinates for P are (3, 0).14. (G) The question asks for the second integer, so letn be the second integer. Then, the sum of the 7integers is:(n – 1) 1 n 1 (n 1 1) 1 (n 1 2) 1 (n 1 3) 1(n 1 4) 1 (n 1 5) 5 7k7n 1 14 5 7k7(n 1 2) 5 7kn 1 2 5 kn 5 k – 215. (B) A rational number is a number that can bewritten as a fraction. Since p 5 q, then ​__p q ​ 5 1,___ p 2​5 1, and p 2 q 5 0, all of which are2qrational. That leaves two expressions to test:1p 1 q 5 ​ ____Ï​ ​1 ​ ____ 12​ Ï​ 2​ ​5 ​ ____ 2Ï​ ​ 2​(irrational because Ï​ __ 2​ is irrational)p 2 1 q 2 5 (1 ____Ï​ __ 2​ ​ ) 2 1 (1____Ï​ ​ 2​) 2 5 ​1__2 ​ 1 ​ 1__2 ​ 5 1 (rational)Thus, p 1 q is not a rational expression.16. (G) Since the number of red flashes is known (15),G calculate where the robot would be after the15 red flashes. For each red flash,(x, y) (x – 1, y 1 4). So, after 15 red flashes:(1 2 [1 3 15], 2 2 1 [4 3 15]) 5 ( 2 14, 58)Next, use the point ( 2 14, 58) to calculate wherethe robot will be after n blue flashes. For eachblue flash, (x, y) (x 1 4, y 2 5). So, after nblue flashes: ( 2 14 1 4n, 58 2 5n)The question states that the robot’s finalposition is on the line y 5 x, which means thex- and y-coordinates will have the same value.To find n, set the two coordinates above asequal and solve for n:2 14 1 4n 5 58 – 5n9n 5 72n 5 817. (C) First, determine which integer values of xwould make each inequality true:|x – 1| , 3 can also be written as2 3 , x – 1 , 3Adding 1 to each term results in2 2 , x , 4Since these are only “less than” and not “lessthan or equal to,” the possible values of x forthis inequality are 2 1, 0, 1, 2, and 3.Similarly, |x 1 2| , 4 can also be written as2 4 , x 1 2 , 4Subtracting 2 from each term results in2 2 , x , 2The possible values of x in this inequality are2 1, 0, and 1.The possible x values in common betweenthe two inequalities are 2 1, 0, and 1, so theanswer is 3.Answer Key for Grade 9 Mathematics1. A2. J3. C4. F5. B6. J7. B8. H9. C10. G11. A12. H13. B14. G15. B16. G17. C113